아동 무용교육 프로그램에 관한 연구 : 존 듀이 경험 교육론을 중심으로
A Study on the Dance Education Program for Children
아동무용 프로그램 듀이;
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Childhood is the time of the most natural display of creative thinking and expression, and of the intellectual development and inquisitiveness, so it's important to develop their creative thinking. And this is the time influencing individual attitude or method of learning and problemsolving, and therefore it's important to give children proper education to enable them to self-actualize from their childhood. In this regard, dance education, which aims at cultivating the whole person, the state of physical, mental, and spiritual harmony, could be called most suitable as the education required during childhood. The purpose of the dance education is to teach ones the effective use of body through spontaneous participation, boost to problemsolving, the uplift in creativity and fun experience in the process of performing individual activities and to pursue the worthwhile life through development of one's physical potential. Hence, the theory of Experiential Education has a lot to be applied to the dance education which is composed of experience through bodily movements. However, the study of such programs as could be applicable to actual classes is insufficient compared to the theoretical study. This study intends to develop the program of the dance education for children based on Dewey's theory. On the basis of his theory of Experiential Education this study analyzes his education theory and looks at the significance which his educational thought has for the dance education. And the purpose of this study is to appreciate the importance and value of the dance education for children, and to study a program according to it. This study deals with the dance education of childhood as the subject of the dance educational program and after learning the concept and essence of experience from Dewey's theory of Experiential Education, covers the standard principle of experience forming the basis of the composition of dance program for children and reflective thinking(the principle of research). And it explains the necessity of the dance program for children, discussing arts education. Based on these, I will propose the object and composition of the dance program for children, and the examples of the progression of the program in line with it to enhance the availability at the arenas of the dance education. The dance program for children should be organized so that children's movements can gain educative experiences on the basis of the principle of the continuity, Dewey's standard principle of experience, and of the interaction, and to attain this, make the step of the reflective thinking(the principle of research) the prototype of its composition. The program consists of the format of impromptu and creative dance, and the logic of the program model is underpinned by including the format of Gilbert's creative dance class. The dance program for children in this study is composed of five steps: stretch - identifying the problems(concept researching) - problem thinking(creating and extemporizing 1) - problem solving(technique developing, creating 2) - finale(the application of the conclusion) - and includes the principle of the continuity and the interaction as the creative dance is performed in sequence. And the program is composed in pursuit of the reflective thinking meaning the significant experiences and six programs from A to F are exemplified by combining individual and group activities for improving the social skills through social interaction. This program can lead children to take part in it with interest to produce the positive effect on their emotion and thinking in physical and emotional terms. Through interaction with nature, children can continuously develop their experience and express creative motions. This program of the dance program for children is designed so that children's movements can lead to the educative experiences through the reflective thinking on the basis of the principle of the continuity, Dewey's standard principle of experience, and the interaction.