통합무용교육의 방향정립을 위한 이론적 고찰

Abstract

This study is to establish directions of integrated dance education. In the era of the Fourth Industrial Revolution, integrated education is getting pay attention as a new alternative education. Integrated education allows students and teachers to associate between the skills and the knowledges of different disciplines. As a result, students obtain broader perspectives on learning and may more comfortable with thinking critically. Also, it will help to make teaching and learning of basic academic concepts more enjoyable and meaningful for both teachers and students. In a large framework of education, the purpose of integration is to provide comprehensive and efficient ways of solving problems and producing new products. The specific goals of integrated dance education are to cultivate creative thinking, develop fusion knowledges and skills, improve practical problem solving ability, enhance cooperative communication and understand others’ feelings, etc. According to the opinions of domestic and foreign scholars, the types of integrated dance education are summarized in the following three. The first is that one teacher associates two or more subjects in order to lead a specific content. In this type, a teacher plans a curriculum more independently. Second, two or more teachers select a similar content and skill in the curriculum. This enables learners to recognize the relevance of what they have learned in one subject and the others. Third, the cooperative team teachings explore the topics and problems that students are interested in the real-life. In this type, teachers are not only created integrated curriculum together, but also teach by collaborative team teaching in several lessons. Students will understand the various aspects of the subject.In integrated dance education, inquiry-based learning based on discussion, experimentation, practice, and team projects which students can participate actively is recommended. The steps include setting up the problem and presenting the situation (using stories, videos, demonstrations, photographs, etc.), planning (discussing data collections and final results), group survey (indirect, direct experience), organization and presentation (cultivation of creativity through various expression methods), evaluation (individual and group evaluation). Successful integrated dance education requires avoiding unclear goals or superficial activities. Teachers generally have to know about dance and other disciplines. Also, they should prepare the strategies such as using of different teaching styles and resources(visual, auditory, tactile), planning for assessment.