무용교육 평가의 정위(定位)
Orientation of Performance Assessment in Dance Education
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초록
본 연구의 목적은 현재 공교육에서 부분적으로 행해지고 있는 무용예술교육의 평가에 대한 방향설정을 탐색하는 것이다. 공교육에서의 무용예술교육은 2005년 이후 한국문화예술교육진흥원 학교예술강사지원제의 무용강사에 의해 체육교육의 일부 혹은 재량활동으로서 행해지고 있다. 무용 고유의 특질을 유지하면서도 무용교육의 사회적, 공교육적 기여요구를 충족시킬 수 있는 전략이 필요한 지금의 무용교육에 있어서 수행평가의 의미와 예상되는 난제에 대해서 언급하였다. 무용교육의 목적과 무용능력 개념의 구체화와 표준화, 평가항목의 설정, 수행평가의 적용, 무용교육의 효과에 대한 객관적 자료 구축의 연결고리로서 그리고 무용교육의 발전을 위한 객관적 유용성 자료의 수집방법으로서 수행평가의 중요성을 제시하였다. 수행평가를 통해 현장에서 무용교육 유용성 증거를 확보할 가능성이 크나 적용을 위한 최소 시수확보가 불투명한 현 무용교육 현실에서의 대안으로, 예술강사가 제한된 시수 내에서 기술과 이해에 대한 종적 수행평가를 고려한 교수학습계획을 수립하고 평가결과를 수집해 자료로 구축할 것을 제안하였다.
Abstract
The purpose of this study is to discuss about performance assessment in dance education has been adapted in public elementary and middle school indirectly as a part of physical education or after school activities in Korea, by School Arts Instructor Support System of Korea Arts and Culture Education Service since 2005. After reviewing meaning of performance assessment in dance education, this study pointed out its important implications and expected difficulties to implement on the present dance education status in Korea. It is necessary to consider performance assessment as a key in sequence of goal, assessment categories, performance assessment, and collecting evidence data. It has expected to contribute to figure out evidences of dance education as utility and become an independent discipline in public school. To be so, however, lecturer needs to design teaching and learning plan in relatively lack of classes with considering time for longitudinal repeated performance assessment. To implement performance assessment in ideal way, it is necessary to establish secure structure of dance education system in terms of standards and assessment before just asking lecturer accountability to adapt performance assessment that requests their time and effort more.
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