특수교육 기본교육과정에서 “신체표현활동”의 의미와 방향 탐색

Abstract

The purpose of this study is to explore the meaning and direction of the ‘body expression activity’ in the basic curriculum of special education through an analysis of the contents of the curriculum. For this purpose, analysis of the basic curriculum and concept of body expression activity was conducted, and the problems with the body expression activity in the current curriculum was identified to explore the educational meaning and direction for improvement. The results of this study are as follows. First, the goals of body expression activity in the basic curriculum of special education were divided by grade groups of grades 1-2, grades 3-4, grades 5-6 of the elementary school, grades 1-3 of middle school, and grades 1-3 of the high school. The main contents of the grade-specific curriculum groups consist of sensory activities, experience of the elements and media of the basic movement, formation of body through physical activities such as aerobics and rhythmic gymnastics, and creative activities through understanding and expression of the structure of folk dance, and activities to express its theme. Second, research to establish the basic concepts associated with ‘body expression activity’ as used on the basic curriculum of special education was mainly carried out in the areas of early childhood education, special education, and music education. And its basic concept was being used in the context of ‘expressing feeling and thought through movement’, ‘creative activity, expressive activity’, and ‘education of the components of movement.’ And the educational effect was found in the fact that it has a positive impact on the physical, cognitive, emotional, social, linguistic development, and ultimately it contributes to the holistic human development. Third, in order for the ‘body expression activity’ to establish educational meaning as an art education and to be operated as a more systematic course, the application of the organizing principle based on the movement elements of Laban could be an alternative. Fourth, examination of the significance of creativity education through aesthetic experience, which is the aim of the ‘body expression activity’, suggested that it would be better to understand the aesthetic experience as something to signify ‘recognizing and finding’ rather than as something beautiful as it is understood now so that the aesthetic experience should be shed new light on as a basic principle of creativity education.