장애아동의 창의성 교육을 위한 통합적 예술교과 운영방안
A study on integrated operation of the arts curriculum for an education of creativity in children with disabilities.
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The goal of this study is to examine the significance of creativity education for children with disabilities and based upon the analysis of the content of art-related courses in the basic curriculum of special education, to propose measures for integrated operation of the arts subjects. The study was carried out to lay the foundation of specific plans to implement creativity education for children with disabilities First, in order to find an answer to the question ‘how to understand creativity education in special education?’, this study examined the theory of Winnicott as well as a variety of spectrum of creativity including Bic-c creativity, Pro-c creativity, Little-c creativity, and Mini-c creativity. The results show that the significance of creativity education for children with disabilities can be found in providing an environment of diverse experience so that it can contribute to manifesting and developing the potentials of an individual from the perspective of Mini-c creativity. Second, the purpose of the arts subject in the basic curriculum of special education is less to aim at helping the students to comprehend artistic knowledge and skills than to provide a variety of experience, and through this to help the students improve in adaptive ability through the process of expanding the scope of experience, and ultimately to help them enjoy happy life. Third, since the purpose of the arts subject for creativity education for children with disabilities is not to transmit professional information for each sector, there should be measures to take for integrated operation of the course. The direction for creativity education for children with disabilities could be set by taking measures for integrated operation to enhance creativity in art subject including integration according to expressive characteristics, integration from the development perspective, integration centered on the interest and strengths of the learner, integration centered on function, and integration centered on the topics of the subject.
Abstract
The goal of this study is to examine the significance of creativity education for children with disabilities and based upon the analysis of the content of art-related courses in the basic curriculum of special education, to propose measures for integrated operation of the arts subjects. The study was carried out to lay the foundation of specific plans to implement creativity education for children with disabilities First, in order to find an answer to the question ‘how to understand creativity education in special education?’, this study examined the theory of Winnicott as well as a variety of spectrum of creativity including Bic-c creativity, Pro-c creativity, Little-c creativity, and Mini-c creativity. The results show that the significance of creativity education for children with disabilities can be found in providing an environment of diverse experience so that it can contribute to manifesting and developing the potentials of an individual from the perspective of Mini-c creativity. Second, the purpose of the arts subject in the basic curriculum of special education is less to aim at helping the students to comprehend artistic knowledge and skills than to provide a variety of experience, and through this to help the students improve in adaptive ability through the process of expanding the scope of experience, and ultimately to help them enjoy happy life. Third, since the purpose of the arts subject for creativity education for children with disabilities is not to transmit professional information for each sector, there should be measures to take for integrated operation of the course. The direction for creativity education for children with disabilities could be set by taking measures for integrated operation to enhance creativity in art subject including integration according to expressive characteristics, integration from the development perspective, integration centered on the interest and strengths of the learner, integration centered on function, and integration centered on the topics of the subject.
참고문헌 (20)
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