어린이 연극교육 목표의 위계화

Abstract

This study started with the fact that children’s drama education was strengthened in the revised 2015 curriculum, but it did not become an elementary drama education linked to kindergarten education. Thus, we examined and reviewed the opinions of experts who majored in drama education to find some agreement on the goals of children’s drama education. The significance of this study is as follows. First, efforts will be made to take into account the development of learners and the stage of drama education in earnest in designing drama education in the future. Second, the study will contribute to expanding the study of macro-sightedness through joint study in the chapter of drama education. Third, the various research tasks derived in the course of doing this study are identified, followed by subsequent studies that embody them. The results of summing up the opinions of drama education experts to lay down the goals of children’s drama education are as follows. First, there were many opinions in kindergarten education that the ability to express oneself should be enhanced or the sense of children should be awakened through play-oriented drama education. Second, it was included that elementary school students should be encouraged to experience ‘actual commitments’ or ‘role expressions’ based on the overlapping goals of kindergarten education and then refer to ‘role’ or ‘role play’ as other key parts. Third, in the middle school of elementary school, the experience of expressing a role or situation should lead to “making a story” and be expressed as an “immediate play”, while improvisation should be reproduced in text and arranged into plays. Fourth, it was a general view in elementary senior year to have a ‘play performance’ as the goal of drama education. The difference between the fifth and sixth graders was proposed to increase or diversify the difficulty of the performance.