대화를 통한 시 창작 교육

Abstract

The ideological purport of the education of poetic creation is materialized as curriculum, instructional and drilling method. The 7th educational curriculum, with a view to raising reader-connoisseurs, puts writing as à la literary creation, in the center of poetry writing education. Poetic creation, thus, is perceived as a supplementary instruction for appreciating literary works rather than as something original and independent. In this light, it is required that instructions on poetic creation be viewed as a process in which learners solve problems they come across while doing poetry creation, and that such views be incorporated into the instruction. At the heart of the problem most learners run into in their creative writing is the lack of ability to express the poetic inside themselves. For this reason, the instruction is designed to help the learners to verbalize what they have in mind. At the initial stage the instructor is to stimulate learners' imagination through talks and help fit what they have got in the poetic structure. The point of this process is to help the learners awaken to the joy of creative writing. Next stage is to arouse the learners' senses and fit the outcome into poetic framework. The point of this process is to help the learners express synesthesia and create rhythmic expressions. Following this practice, learners are asked to analyze and form questions about existing poems to write their answers in poetic framework. Through this process of poetic creation, learners are expected to experience various values and develop sensibility for poetic language. Each stage is designed to end with poetry recitation and evaluation session intended for everyone to have a joint experience of literary creation. Learners are expected to realize the fact that poetic creation is a method of social communication.