초등학교 통합교과 무용영역에 관한 연구
A Study on Dance as a Part of an Elementary School Integrated Curriculum
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By examining the appropriateness of the 'Happy Life' integrated curriculum and the content of expressive activities contained within the 1st and 2nd grade elementary integrated curriculum, we aim to gain an understanding of the content and structure of lower elementary grade dance education as part of the integrated curriculum, and to determine suitable teaching methodology for this. The purpose of this study is to examine dance as a part of elementary school curriculum. We examined the content and aim of integrated curricula through analyzing the subject matter. We investigated the formation and transition of the integrated curriculum from its emergence in the fourth course to the completed curriculum which was reached after amendments in 2009. We examined the purpose of the content of textbooks and analyzed lower elementary grade dance education which appears in the 'Happy Life' curriculum. The subjects of this study are the expressive activities contained within the textbooks and manuals which are controlling the integrated curriculum. The first textbook of the integrated curriculum entitled 'School and I' can be separated into 'motional movement' from dance and 'operational movement which uses equipment and is requisite to all movement. The book contains many operational activities and educational games. In the second book entitled 'Spring', students play and express themselves through spring-themed games. It is largely based on play and dance activities. The third textbook entitled 'Family' for the most part contains cooperative activities and is more about physical function than expressive activity. The fourth textbook entitled 'Summer' naturally integrates play by way of games incorporating dance moves. We discovered that play is being used as an educational tool in advanced courses also. The fifth textbook entitled 'Neighbors' is based on play and expression in a neighborhood setting. It is more concerned with music than dance, and cooperative play comprises its expressive activities. The sixth textbook entitled 'Autumn' is based on the expression of several things. It is lacking in text related to expressive dance movement in comparison to the other textbooks we saw. The seventh textbook entitled 'Our Nation' describes many play and expressive activities which are based on the theme of Korea and its surrounding countries. Folk dances were limited to 'tortoise play', 'mask dancing' and 'Sogo (drum) dancing'. Persons who are to teach this subject shall possess professional qualifications or expert knowledge. They must also instruct with a genuine understanding of traditional culture. Finally, the eighth book entitled 'Winter', expresses winter in several ways. Altogether, physical activities appeared to be reduced and at the same time physical expressive activities were also clearly reduced. Dance as part of the first and second grade curriculum can be integrated with other arts subjects. However, the integration of dance in physical education is not yet being achieved as dance does not yet comprise an area of physical education. The educational environment needs to be improved in that art becomes a part of culture in schools with dance integrated with arts subjects.