하워드 가드너의 다중지능 이론을 활용한 스트릿 댄스 프로그램이 청소년의 자아존중감에 미치는 영향

국문 초록 (Abstract)

스트릿 댄스는 전 세계적으로 영향력 있는 문화로 부상하였다. 댄스 서바이벌
프로그램의 인기로 청소년들이 스트릿 댄스를 접할 기회가 늘어났으며, 이는 청소
년의 발달을 촉진할 수 있는 교육적 잠재력을 지닌 활동으로 주목받고 있다. 더불
어 하워드 가드너의 다중지능 이론은 다양한 영역이 조화롭게 발달할 수 있음을
강조하고 있어 스트릿 댄스 프로그램의 교육적 가치에 대한 논의가 요구된다. 이
에 본 연구는 하워드 가드너의 다중지능 이론을 기반으로 구성된 스트릿 댄스 프
로그램이 청소년의 자아존중감에 미치는 영향을 탐색하는 데 목적이 있다.
연구 프로그램은 총12차시, 60분 단위로 구성되었으며 대구광역시에 있는 청
소년 5명을 대상으로 진행하였다. 본 연구는 사전·사후 자아존중감 설문을 실시
하여 청소년의자아존중감변화를측정하였고매차시마다연구자가기록한관
찰일지와 참여 청소년과의 심층면담을 통해 자료를 확보하였다. 수집된 자료를
바탕으로 다각 검증 법과전문가 협의를통하여연구의진실성을 확인하였으며
결과 분석을 토대로 연구에 대한 결론은 다음과 같다.
첫째, 스트릿 댄스 프로그램은 청소년의 자아존중감 향상에 긍정적 영향을 미
친 것으로 나타났다. 일부 참여자의 설문 점수는 사전보다 높아졌으며 소수의
학생은 점수가 소폭 감소하거나 변화가 미미한경우도있었으나관찰과 면담에
서는 거의 모든 학생이 자기표현에 대한 자신감이 증가하는 모습을 보였다.
둘째, 하워드 가드너의 다중지능 이론을 활용한 프로그램의 교육적 효과를 분
석한 결과청소년들이개개인의강점을발견하고발현하는데효과적이었다.다
양한 지능을 활용한 프로그램 활동을통하여 학생들이복합적인방식으로자신
을 표현하며 성장하는 모습을 볼 수 있었다.
셋째, 스트릿 댄스의 협동 활동은 청소년의 사회성 발달에도긍정적인영향을
미쳤다. 참여 청소년들은 프로그램에서 협력하고 소통하는 과정을 통해 대인관
계에서의 안정감과 긍정적 경험을 강화하는 데 중요한 역할을 하였다.
이를 종합하면 본 연구는 스트릿 댄스가 단순한 취미 영역을 넘어 청소년의
자아존중감 향상에 기여할 수 있는교육적도구로서의가능성을제시했다는 점
에서 의의가 있다. 다중지능 이론을 활용한 스트릿 댄스 프로그램은 다양한 지
능 영역을 균형있게활용하도록 설계됨으로써학생개개인의강점을발견하고
발휘할 수있는기회를제공하였다. 본 연구는향후학교교육이나지역사회프
로그램에서 스트릿 댄스를 활용한 예술교육의 확대 가능성을 제시하며 청소년
의 자아 발달을 지원하는 실천적 자료로 활용될 수 있을 것이다.

목차 (Table of Contents)

• Ⅰ. 서론 ·························································································································· 1
• 1. 연구의 필요성 및 목적···························································································1
• 2. 연구 문제··················································································································· 4
• 3. 연구의 제한점···········································································································4
• 4. 용어의 정의···············································································································5
• Ⅱ. 이론적 배경·············································································································7
• 1. 청소년기의 특성·······································································································7
• 2. 스트릿 댄스의 종류와 특성···················································································9
• 3. 자아존중감의 정의 ·······························································································13
• 4. 하워드 가드너의 다중지능 이론·········································································14
• Ⅲ. 연구 방법···············································································································18
• 1. 연구 설계················································································································· 18
• 2. 연구 절차················································································································· 20
• 3. 다중지능이론을 활용한 스트릿 댄스 프로그램···············································21
• 4. 자료 수집 및 분석·································································································23
• 5. 연구의 진실성·········································································································25
• 6. 연구의 윤리성·········································································································26
• IV. 다중지능이론을 활용한 스트릿 댄스 프로그램의 적용···························27
• 1. 스트릿댄스 프로그램 지도안···············································································28- I
• 1) 프로그램 차시별 실행 계획················································································28
• Ⅴ. 결론 및 제언·········································································································66
• 1. 결론························································································································· 66
• 2. 제언 ······················································································································· 69
• 참고문헌·························································································································· 70
• ABSTRACT·················································································································· 75