어린이 예술통합무용 교육의 지식 확장 기능 연구:꿈다락 토요문화학교 주말예술캠퍼스 ‘별별캠프’ 2018 프로그램 구조를 기반으로

황정옥 한국무용교육학회 2019 韓國舞踊敎育學會誌 Vol.30 No.2

This study observed the knowledge education structures of contemporary dance through children’s arts integrated dance education programs. This study viewed arts integrated dance and contemporary dance as synonyms and explained dance experience forms (methods) as grounds for knowledge creation. It explored knowledge education expandability as meaning and interpretation (inference) and not as knowledge of subjects and content as children’s arts integrated dance education program structures. As observed in the program, making inferences of the everyday world and the significance of the space (symbolic experience) that participates in the creation and change of knowledge as self-discovery can newly be organized into a space in which historical, intellectual, artistic, and technical (medium) meanings are connected and knowledge creation systems (structures) such as media, records, memories, and storage (transmission, preservation) operate as simultaneity in dance experiences. Program development imagines knowledge generated through cultural and historical paths and constructs knowledge that creates meaning through lived experience, and it can present media and recording methods that act as knowledge and relationships between records and memories as experience structures and this signifies the expandability of knowledge education that confirms cultural identity and newly forms relationships through the experience of relational positions and the process in which our memories change into knowledge from records in which knowledge was formed.

대한민국 민주시민교육 상(像) 정립을 위한 제언

황정옥 민주화운동기념사업회 2020 민주주의 이슈와 전망 Vol.54 No.-

이 글은 민주주의 운영의 주체인 시민의 역량이 그 어느 때보다 중요한 시대에 시민의 민주적 역량 강화를 위한 민주시민교육의 상(像)에 대해 제언하고자 하였다. 세 부분으로 이루어진 이 글은, 우리 사회의 민주시민교육 상(像)을 정립하기 위해 우선 해외사례로서 독일과 스웨덴의 경험을 간략히 살펴보고, 현재 민주시민교육 관련 논의 사항들을 점검해 보았다. 마지막으로 민주시민교육 활성화를 위해 법적 제도화가 필요함을 제시하였다. 독일과 스웨덴의 사례를 통해 민주시민교육은 그 나라의 역사적, 시대적 맥락에 따라 발전해왔음을 확인하였다. 우리나라도 역사적, 시대적 상황에 어울리는 사회통합을 위한 한국형 민주시민교육 상(像)의 정립이 필요함을 살펴보았다. 특히 우리 사회에서 민주시민교육 발전의 발목을 잡고 있는 정치적 편향성에 대한 우려를 극복하기 위하여 다양한 시민사회를 중심으로 지난해에는 사회적 합의 선포식이 있었다. <민주시민교육 거버넌스>는 민주시민교육의 원칙으로 다름을 인정하고 강요하지 않는 중립적 자세를 가질 것 등을 제시했고 올해도 사회적 합의의 확산을 위해 10개 광역에서 함께 협력하고 있다. 이러한 성과를 바탕으로 학자 등 전문가 그룹에서도 숙의 과정을 통해 한국형 보이텔스바흐 합의를 도출해보려는 노력이 진행되고 있다. 이 과정에서 민주화운동의 정신을 기념·계승하여 민주주의 발전에 이바지하도록 여야 합의로 설립된 공공기관인 민주화운동기념사업회는 시민사회 및 기관, 학자들과 협력하며 노력해왔고, 그 결과 국정과제로서 민주시민교육센터를 설립하였다. 물론 우리나라의 맥락에 어울리는 민주시민교육에 대한 사회적 합의가 충분히 됐다고 볼 수는 없다. 여전히 합의해야 할 것들을 위해 민주시민교육은 헌법 제1조가 제시하는 민주공화국과 국민주권 실현을 위한 헌법적 과제라는 관점에서 검토될 필요가 있다. 또한 신자유주의적 세계화로 인한 불평등 구조의 심화와 지구온난화로 상징되는 생태위기라는 엄청난 위기와 도전에 직면한 민주주의는 확장된 시민성을 요구하고 있다. 이제 민주공화국 대한민국의 발전을 위하여 민주시민교육에 대한 오해와 편견을 넘어서 정치적 편향을 막고 정권 교체와 무관하게 국가적 차원에서 민주시민교육이 지속될 수 있는 방안과 장치가 법과 제도적으로 마련되어야 한다.

비료의 성분 및 종류와 묘목과의 관계 연구 II. 묘목의 부위별 양분 농도에 미치는 영향

황정옥,손요환,이명종,변재경,정진현,이천용,Hwang Jung Ok,Son yowhan,Yi myong Jong,Byoun Jae Kyung,Jung Jin Hyoun,Lee chun Yong 한국산림바이오에너지학회 2005 산림바이오에너지 Vol.24 No.1

새로운 산림용 복합비료를 개발하기 위하여 소나무, 낙엽송, 자작나무, 상수리나무 묘목을 대상으로 성분비가 다른 비료 및 종류가 다른 고형복합비료를 처리하고 묘목의 부위별 양분 농도를 측정하였다. 질소, 인, 칼륨의 비를 각기 달리한 시비수준별 처리실험에서 질소와 인 시비 후 묘목내 이들 양분의 농도가 증가하였다. 또한 소나무와 상수리나무에서 칼륨 시비량 증가에 따라 묘목 내 양분 농도가 증가하는 효과를 보였으나, 나머지 두 수종에서는 처리별 차이가 나타나지 않았다. 산림용 고형복합비료와 UF 고형복합비료를 처리한 비료 종류별 처리실험에서는 시비량이 증가할수록 묘목 내 질소와 인의 농도가 증가하는 현상이 나타났다. 소나무에서의 칼륨 농도와 낙엽송에서의 나트륨과 칼슘 농도도 유사한 현상을 보였으며, 나머지 수종에서는 처리별 차이를 나타내지 않았다. 비료의 종류를 달리하여 처리한 결과 묘목 내 양분 농도 변화 효과는 없는 것으로 나타났다. In order to design new fertilizers for forests, seedlings of Pinus densiflora, Larix leptolepis Betula platyphylla var. japonica, and FQuercus acutissima were treated with different fertilizers, and nutrient concentrations in seedling components were analyzed. In general, nitrogen (N) and phosphorus (P) concentrations in seedling components increased after N and P application. Potassium (K) concentration in seedling components of Pinus densiflora and Quercus acutissima increased after N, P and K application. However, there were no significant changes in calcium (Ca), sodium (Na) and magnesium (Mg) concentrations. Nitrogen and P concentrations in seedling components increased with the amount of solid combination fertilizer and UF combination fertilizer. Potassium concentration for Pinus densiflora and Na and Ca concentrations for Larix leptolepis also increased with the amount of combination fertilizers. However, nutrient concentrations in seedling components showed no significant changes with different combination fertilizers.

무용복지제도화를 위한 지역사회무용(Community dance)적용 방안 연구 -부산을 중심으로-

황정옥 한국무용교육학회 2004 韓國舞踊敎育學會誌 Vol.15 No.1

시민교육의 현장 : 민주시민교육의 미래는 희망적이다

황정옥 민주화운동기념사업회 2009 시민교육 Vol.1 No.-

무용 체험의 교육적 기능

황정옥 한국무용교육학회 2018 韓國舞踊敎育學會誌 Vol.29 No.4

Even the education system now wants to share and produce knowledge with empirical knowledge instead of forming content systems with rational knowledge. Contemporary dance education reasons (thinks) with the body and it also requires empirical knowledge. Because of this, the character of dance experiences, which are direct experiences, becomes the role and function of dance education. Today’s society needs people who can express themselves well and who believe in their own abilities. This is because the limitations and problems that cannot be filled by rational knowledge can be restored by trust created by the imagination of our awareness. Because of this, this study, which aims to observe the educational functions of dance experiences, attempted to study dance education within the changes of today’s society, or in other words, the position and contemporary character of dance experiences, and based on this, it explored the character of dance experiences as self-expression. This makes selfexpression as anticipated by the contemporary age a role of dance education and the results drawn through this study are as follows. Dance education (lived experience) of the contemporary age does not refer to experiences that are incorporated into or displaced by knowledge but it exists within the flow of our consciousness that projects and introjects the world itself as we perceive it. By focusing on the unique functions that dance has as an arts form and not only understanding one’s self (self-awareness) but also observing and exploring things that go beyond other cultures, other time periods, and other regions (objects, thoughts, phenomena), it collaborates in figuring out the position of one’s own (culture) attitude and values. The contemporary character of dance education is in its exploration of methods that create experiences. As this is an awareness of a world that is ‘discovered’ by one’s own senses and an act of ‘giving meaning’ to this, it is an ethical attitude that focuses on dance perception within relatedness and it is a realizable attitude through self-expression that cautiously thinks with the body. Moments of dance experience are not continuations of moments but a time of formation- change. This is because one personally feels and thinks and faces time and the subject of formation-change with the heart. As self-expression in dance experience is not speculation or prediction but becoming that something with the heart (indirect experience), this leads to the issue of how we exist (how we will exist) and introspection. Self-expression exposes the larger truth in relationships and it is the image of imagination as spoken by internal calm (peace of mind) and the courage of self-expression in the world holds the anticipation that we can become liberated from all that defines us and stipulates us as concepts ‘discovery’ and ‘giving meaning’ in contemporary society begins from such courage. Thus, we search for the discernment and courage that allow us to understand experience in the proper direction from within dance experience and self-expression in dance experience expands the unique possibilities and potential of humans through such actions.

문화예술교육 정책에서 Community Dance의 의미

황정옥 한국문화예술교육학회 2011 모드니 예술 Vol.4 No.-

고등학교 중퇴생의 MBTI 성격유형 연구 : 대안고등학교를 중심으로

황정옥 한국심리유형학회 2001 심리유형과 인간발달 Vol.8 No.-

본 연구는 고등학교 중퇴생들의 성격특성을 밝혀 잠재적 중퇴생들을 취한 예방용 자료를 제공하고자 하였다. 연구대상은 서울 시내에 소재하는 고등학교 중퇴생들이 다니는 S 대안고등학교 남·녀 학생 245명이었으며, 일반고등학생 표준집단의 성격유형 분포는 MBTI 개발과 활용(1995)에서 제공한 자료를 사용하였다. 중퇴생들과 일반고등학생들의 성격유형 차이를 알아보기 위하여 1) 네 가지 선호지표(E-I, S-N, T-F, J-P) 비교 2) 세 가지 선호지표 조합 비교 3) 기질별 비교를 연구문제로 설정하고 χ² 검증과, z 검증을 하였으며 그 결과는 다음과 같다. 고등학길 중퇴생들의 성격특성은 SP기질, EP조합 그리고 ESTP 유형으로 나타나, 성격유형과 중퇴가 관계가 있음을 보여 주었다. 그러나 정신의 기본적인 네 기능인 인식(S-N)과 판단(T-F) 기능은 중퇴생들이 일반고등학생들과 비교하여 유의미한 차이가 없는 결과가 나와 일반고등학생이 부적응적인 E(외향형)이고, 판단기능을 잘 사용하지 못하는 P(인식형)일 때 학교생활에 적응하기 어렵게 되고 따라서 중퇴하게 될 수가 있음을 시사해 준다. This study provides basic data to develop programs for the potential high school dropouts. Psychological personality types of those who dropped out of high school were compared to those who did not drop out of high school in three ways : 1) four preferences(E-I, S-N, T-F, J-P), 2) combination of four preferences ① four psychological functions ② two attitudes × J·P ③ sixteen personality types and 3) four psychological temperaments The Myers Briggs Type Indicator was administered to 215 high school dropouts who entered daean high school, Eight hypotheses were generated for the study. For the data analysis, χ² and z score were used. Relative to high school students, high school dropouts had an over representation of EPs, SPs and ESTPs. All these types contain Perceiving. The results of the analysis show that personality types and characteristics are correlated with dropping out of high school. Their characteristics are action-oriented and they are impulsive in their actions. However, relative to high school students who did not drop out, those who dropped out had no significant differences in psychological functions S·N and T·F. It means in some respects, two groups(high school dropouts vs. high school students) are not different fundamentally. While further study is needed, I hope that the results of this study would help us to better understand high school dropouts and help us to prevent students from dropping out of high school in the future.

무용참여에서 공공 장소의 기능과 공동체 돌봄의 의미

황정옥 한국무용교육학회 2022 韓國舞踊敎育學會誌 Vol.33 No.3

The purpose of this study is to analyze the value of care that has been changed in the social system and consider the meaning of community care internalized in community dance. Therefore, based on the characteristics of participation in dance and the accessibility of community dance, this researcher considered the communal meaning of community dance in the public place through relations between social care and the public place. This study begins with the discussion that if the accessibility of community dance is the function of care as an institutionalized social service, participants’ dance behavior (participation in dance) is characterized as community care and the communal function of community dance has roles as social care, and its contents are as written below. The experience of participating in dance implies the alternative characteristics of social care. It is because they imagine a different kind of system and order with self-reflective attitudes within their lives shared through participation in dance and the potential of community dance to promote transition has roles as community care. The institutional accessibility of community dance is in line with the physical function of the public place, and the experience of participation works as empathy at this time. Participation in dance at the place where various relationships coexist forms an intimate community as a stable network to recognize codependent relationships at the equal position where individuality is not damaged at all. Dance in the system of community dance is characterized as community care, and community dance is associated with the social system with the function of community care.

무용 읽기 학습의 의미

황정옥 한국무용교육학회 2023 韓國舞踊敎育學會誌 Vol.34 No.1

The purpose of this study is to explore the meaning of dance literacy education amid the changes of media environment in which dance is shared and dance learning. In the conditions of education changed into a multimedia environment, this researcher has considered through dance literacy the functions of dance learning that develops intellectual capability to understand the world, reflect on one’s life, and contribute to new knowledge, and the contents are as follows. In this complicated age that demands intellectual ability and wisdom rather than knowledge generalized through abstract thinking, the roles of learning how to read are to find out how to think and what to do. In this context, dance literacy is one of the contemporary reading education methods as dance learning that develops critical thinking and reflective thinking skills. Acquiring dance literacy goes beyond simply reading text and develops problem- solving ability to explore the truth of the world we are facing as the representative knowledge of academic and social systems produced through historical and cultural orbits. Dance literacy is expressed as a symbol (sign) of dance. It is expressed then as reading. Acquiring dance literacy which explores, infers, and expresses data is accompanied by critical thinking to understand, speculated on, and dance the changed times. Acquiring dance literacy allows one to have intellectual modesty as dance is accepted as a part of life and an environment (calmness) and one reflects on what humanity should be oriented to (courage) through dance.