스토리 창작교육의 주도적 아이디어 개념을 활용한 창의적 문제해결(CPS) 방안 연구

Abstract

This study is meaningful in comparing two fields where creativity is an important factor, storytell- ing education and creative problem-solving CPS, to find commonalities and to check what comple- mentary factors are and how they can contribute to the problem-solving process. Therefore, in this study, the problem setting and solution process of the creative problem solving program is set as the logline (problem setting) and controlling idea (problem solving idea and solution development) stages of story creation education, and the controlling idea is part of the problem solving process. We looked at how it functions. In this study, instead of quantitatively evaluating the creative development of the participants, it was measured as a qualitative product evaluation. Accordingly, most of the participants were aware of the value and reason, which are the core elements of the initiative, at a high level, and through these two elements, the conclusion (resolving the problem) of the work was effectively constituted. This is thought to be due to the fact that they were aware of the need to use the clarity of the plot and a closed structure, since it was presented based on the planning of a feature-length commercial film at the beginning of the problem setting. However, there were some cases where the understanding of the opposing terms in value setting was partially insufficient, which led to discussion and revision work. However, leaving aside the issue of completeness, there is no case where a major error occurred due to the problem of value selection as a basic framework for the composition of the ending. As a result of the program operation of this study, it is judged that the controllling idea concept, which has been mainly used in the field of story creation, can be learned and used in the general creative problem-solving area and the setting of corporate vision in the industry. This is because cre- ative problem-solving programs are mainly used in education fields and businesses. In both cases, the importance of value is increasing, so it is thought that the introduction of value setting as a large frame of problem solving is a very useful direction for the development of the CPS program.