아동의 융합적 창의성 향상을 위한 문학-미술-과학

다국어 초록 (Multilingual Abstract)

In the first part of main subject, I discussed the respective mutual relationships among literature, art and science, and in the second one, I endeavored to find the theoretical method of Literature-Art- Science Integrated Education Programs. As for the first, both literature and art not only direct towards the imitation of nature, representation of reality, but also utilized the partner`s character as a method for its own development like a thesis, Ut picture poesis. Thus the role of imagination was very significant for the two laying stress upon the emotional, aesthetic aspect. Literature and science affected reciprocally. For example, literary imagination affected a scientist`s scientific attitude and processional cognition toward the nature`s phenomenon, and on the contrary the scientific knowledge did a writer`s sagacity. Art and science are in a confronting relationship like emotion vs reason, but they mutually exploited the essence of reality, exchanging individual each other. It is a good example that Picasso`s Cubism was influenced by Rontgen`s projection of X-ray or Dali`s Surrealism by Einstein`s theory of relativity. And both the artist like Lichtenstein and the physicist like Newton investigated the essence of nature. As for the second one, one of Literature-Art- Science Integrated Education Programs, I studied the methods for generating the creative thinking with an introduction of a concept of instrumentalism. And the existing educational style centering upon the left side of the brain resulted in a careless illumination of the right side of the brain, which was discovered as a preventing factor from creativity advancement. Thus, I realized that to develop properly human-being`s deliberative capacities with integrated education is nothing but an all-round education. I selected Reggio Emillia approach as a method for realizing such an education, which is deviated from the interest-oriented Romanticistic approach, and syntagmatically dealt with the education related to the student`s daily life, which contain the contents of arithmetic, science, language, society, art, etc. In closing, children are supposed to proceed with their plastic workings, using the artistic techniques with free imagination obtained from the literary data of storytelling technique in Literature-Art- Science Integrated Education Programs. Firstly, this process implies to learn intuition or emotion step by step through a right brain-centered visual training. Secondly, it implies to endeavor a creative art education actively supporting a transition from left brain to right brain as one of balanced development between left brain and right brain. In brief, this creative process is to activate the activity of right brain by drawings, and it is certain to evoke an effect that can maximize the aesthetic imagination and creativity.