國語科의 敎育演劇 活用에 대한 硏究 : 實業界 高校를 中心으로
ii, 75 p.
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Of these days, concern on the educational theatre and a trend to apply it are rising. In England Harriet Finlay Johnson first applied theatrical method to education in 1910s and by the efforts of theatrical educators including Brian Way, educational theatre got on the track as a regular curriculum. In America educational theatre aroused one's interest from the beginning of the 1900s and by the influence of John Dewey's progressive education they began to use play as a sort of educational medium from the 1920s on and lots of study on it have steadily been done. In this study, educational theatre was applied as a way of solving adolescence delinquency in the vocational schools and its necessity was examined. As a way of its application, the changes of students' behavior was investigated and analyzed through teaching of drama composition and theatrical classes. For this purpose, first: formative evaluation was taken to find out the improvement of students' intellectual power though drama composition teaching, second: the capacity of creativity and expression was examined through practical drama composition and letters one's impressions, third: by letting students experience playing group compositive drema after assigning apt roles, it was studied how the theatrical class influences on students' sociality, self-confidence, and the purification of sentiment. Through these steps the following conclusions were made. 1. By letting students participate in creative writing through drama composition teaching, the ability to learn knowledge of drama rose by improving the comprehension of the component of drama such as characters, events, and background. 2. By taking part in playing drama and experiencing the assigned role, the betterment of the power of expression and communicative competence was tried. In other words, students can choose right words in the lines of a play. In addition to the ability to express one's opinions correctly to one's partner or the audience through precise pronunciation and peading, the ability to listen to partner's opinion was increased and so the effect of sociality education was maximized. 3. Through the creative activities by the group and writing one's impression, the creativeness of the students was encouraged who were negetive and passive in school owing to the deficiency of learning ability. By letting students feel achievement through theatrical classes it is guided to have self-confidence. 4. After dividing the class into small groups, by providing all students with the chance to participate in creative work, performance, and writing one's impression, learning motive was induced and students showed lot of interest in learning. And far batter score in achievement test was gained than general teaching method classes. 5. It is important to have theatrical class with typical works of play, but in this study students were induced to turn their eyes to their own matters by choosing such themes that attract their interest. In consequence, the ability of self-recognition and problem solving was increased. As a result of letting students take natural interest in problem into such theme as everyone can feel sympathy, better result than expected was gained. 6. By letting students play the park of hero or other characters whom they showed interest in, they were able tot express their own problem more openly. In addition to it students can have the chance to think of their own problem in other's place and to increase understanding others as well as to go through purification experience through proxy experience. That is these experiences were found to be helpful in the development of students' character.