창의·인성교육으로서 소통에 기반한 전통회화 프로그램 연구: 자타공인 프로젝트를 중심으로
A Study on Communication-Based Traditional Painting Learning Program as Creativity-Character Education: Focusing on Ja·ta·gong·in Project
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This is a study of comprehensive learning method restructuring Jatagongin Character Education Project produced for Moral subject classes as a part of ‘Development of Human Resources with Creativity and Character’ the goal of 2009 Revised Educational Curriculum for the subject of Art. According to the stages of ‘Character education project authorizing both oneself and others’ which is character development education such as ‘self‐respect,’ ‘consideration for others,’ and ‘Development of Sense of Community,’ it selected 10 themes focusing on the formativeness of traditional paintings and performed 30 classes (for 8 weeks 4 classes per week) on 30 Grade 2 students in Y Middle School in Art classes under concentrated completion scheme. This study explored ‘the process of changes acknowledging difference through recognition and practice’ of Chuang‐tzu’s communication philosophy with different perspective from conventional traditional learning methods. In ‘character communication,’ through self‐reporting questionnaire related to personalities, acknowledging difference between self and others, positive responses were shown in changes in personalities by recognition and practice such as confidence (self‐respect), consideration (respect for others), sense of responsibility, and cooperation (sense of community) through self‐reporting questionnaire related to personalities. In ‘Creative Communication’ which is related with learning of traditional paintings, positive changes on the acknowledgement of difference between cultural communities and results of learning activities were found.
Abstract
This is a study of comprehensive learning method restructuring Jatagongin Character Education Project produced for Moral subject classes as a part of ‘Development of Human Resources with Creativity and Character’ the goal of 2009 Revised Educational Curriculum for the subject of Art. According to the stages of ‘Character education project authorizing both oneself and others’ which is character development education such as ‘self‐respect,’ ‘consideration for others,’ and ‘Development of Sense of Community,’ it selected 10 themes focusing on the formativeness of traditional paintings and performed 30 classes (for 8 weeks 4 classes per week) on 30 Grade 2 students in Y Middle School in Art classes under concentrated completion scheme. This study explored ‘the process of changes acknowledging difference through recognition and practice’ of Chuang‐tzu’s communication philosophy with different perspective from conventional traditional learning methods. In ‘character communication,’ through self‐reporting questionnaire related to personalities, acknowledging difference between self and others, positive responses were shown in changes in personalities by recognition and practice such as confidence (self‐respect), consideration (respect for others), sense of responsibility, and cooperation (sense of community) through self‐reporting questionnaire related to personalities. In ‘Creative Communication’ which is related with learning of traditional paintings, positive changes on the acknowledgement of difference between cultural communities and results of learning activities were found.
참고문헌 (26)
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