시적 상상력을 통한 시 창작 교육 연구

Abstract

The introduction pointed out that writing education had not been provided properly in classroom lessons even though the importance of writing education had increased in literary education every day and that the situation was derived from the atmosphere that considered appreciation-oriented teaching and learning and writing as parts of individuals' innate talents and assumed it would create no problem to leave those areas behind in the field of education. It also pointed out that there had been poor research findings on "theories of education on poetry writing" as research efforts had been inclined toward "theories of poetry education" and "theories of poetry writing." Taking a start in those issues, the study discussed poetry writing through imagination in the shoes of a learner in a poetry writing process or a subject of creation rather than a professional poet. Poetic imagination through observation and experience asked the students to develop "distinctive eyes" to see what others cannot see and hear what others cannot hear through the detailed observations and experiences of the world. It is a starting point in the expansion of poetic imagination and serves as an important factor in poetry appreciation as well as in poetry writing. Poetic imagination through meditation and association addressed the importance of meditation, which pulls purified poetical ideas out of an individual before poetry writing and discussed how to expand and maximize imagination through association. The teacher needs to let the subjects of creation write down the images of their imaginations freely through meditation and association and interpret them to tell which of them can be poetry and which of them cannot be poetry. Poetic imagination through memory and reproduction examined how past experiences could be reproduced in the present and what kind of role the expansion of imagination would play in the reproduction process. The time gap between the past and present may stimulate imagination further and be reinterpreted and refracted according to the current situation. The teacher needs to help the subjects of creation extract a variety of narrative elements contained in memory and add imagination and various poetic elements to them. The investigator did not intend to produce the subjects of creation that are good at poetry writing through those purports and contemplations and wanted to help the teachers teach poetry writing with no particular worries or difficulties and the students regard poetry writing as a different genre of writing rather than something special, hoping appreciation-based literary classes will be dynamic with proper balance between creation and appreciation.