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창작과 감상 예술경험이 창의적 수행 및 동기에 미치는 영향

Effect of creation and appreciation experience on creative performance and motivation

조은별|문지원|최예은|민지연|백근찬|신종호
한국창의력교육학회 (Korean Society for Creativity Education)|2016.03|창의력교육연구 (The Journal of Creativity Education)|제16권 제1호|pp. 1-22

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참고문헌

키워드

동기창의성motivationcreativity예술경험artistic experiences

초록

창의성은 학생들이 뛰어난 미래인재로 성장하기 위해 필요한 능력으로 교육 분야에서 중요하게 다루어져 왔으며 최근 들어 예술경험을 활용한 창의성 교육이 대두되고 있다. 이에 본 연구에서는 서울 소재 대학교에 재학 중인 108명을 대상으로 예술경험이 창의적 수행과 동기에 미치는 영향을 보다 심층적으로 확인하는 데 그 목적을 두었다. 이때 예술경험의 유형은 주제에 대한 자기표현의 경험인 창작경험과 외부자극에 대한 재해석 경험인 감상경험으로 나누고, 예술경험의 질적 속성을 인지적 자극, 부정적 감정, 자기참조, 긍정적 매력이라는 네 가지 요소로 구분하였다. 연구 결과, 예술경험이 타 경험과 차별되는 요인은 ‘자아(self)’와 관련된 요인으로 나타났다. 또한 창의적 수행과 동기에 영향을 미치는 예술경험의 질적 속성은 창작과 감상경험에 따라 다르게 확인되었는데, 창작경험집단에서는 자기참조를 많이 할수록 창의적 사고를 요하는 과제점수뿐만 아니라 과제노력 수준이 높았다. 반면 감상경험은 창의적 수행에는 영향을 주지 않았지만, 감상경험에 대한 긍정적 매력을 느낄수록 과제흥미 수준이 높게 나타났다. 이러한 결과는 창의성 증진을 위한 교육에서 자기인식 및 표현 활동을 중요하게 다루어야 하며, 예술경험의 질적 속성에 따라 그 효과가 다를 수 있음을 시사하는 것이다.

Abstract

Creativity has been considered as a capacity that students need in order to become as a talented future leader, artistic experiences have been suggested in order to promote students’ creativity. In this study, artistic experience was divided into two types: Self-expression on the subject (creation) and re-interpretation of the external stimulus (appreciation), and four qualitative factors (cognitive stimulation, negative emotionality, self-reference, and positive attraction) were examined to explore the relationships among artistic experiences, creative performance, and motivation by using a sample of 108 undergraduates. The results showed that it was the self-reference factor that differentiated the artistic experience from the other experiences. In addition, there were differences in creative performance and motivation depending on the types of artistic experience among the qualitative factors of artistic experience. In details, the task performance that required creative thinking and the level of efforts were higher as participants in the creation group were more willing to express themselves, whereas participants in the appreciation who had higher positive attractiveness group were more interested in the task. The findings of this study suggest that self-awareness and self-expression are important factors in creativity education and there are discriminatory effects among the qualitative factors of artistic experience.

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