어린이집 「3-5세 누리과정 교사용 지도서」의 미술활동 분석 = An Analysis of Art Activities in the Nuri Curriculum Guidebook for Age three to five for Child Center

다국어 초록 (Multilingual Abstract)

ABSTRACT

An Analysis of Art Activities
in the Nuri Curriculum Guidebook for Age Three to Five
at Child Care Centers

Lee Eun-Suk

Department of Early Childhood Education
Graduate School of Gangneung-Wonju National University

The purpose of this study is to analyze the structure of aesthetic elements, artistic expression and aesthetic attitude which are included in the content of activities described as an 'art' in the area of art experience of 「Teachers’ guide books for Nuri curriculum for the age of 3-5」at child care centers. The specific research questions are as follows.

1. How is the composition by age of aesthetic elements, art expression, and aesthetic attitude presented in art activities of「Teachers’ guide books for Nuri curriculum for the age of 3-5」?
2. How is the composition by a daily life-based theme of aesthetic elements, art expression, and aesthetic attitude in art activities of「Teachers’ guide books for Nuri curriculum for the age of 3-5」?

The literature review is the main part of this study whose subject are 359 art activities in the total of 17 volumes including 4 volumes of 「Child care center programs based on Nuri curriculum for age 5」, 7 volumes of 「Teachers' guide books and child care center programs based on Nuri curriculum for age 4」, and 6 volumes of 「Teachers' guide books and child care center programs based on Nuri curriculum for age 3」based on 「Teachers’ guide books for Nuri curriculum for the age of 3-5」at child care centers published by Ministry of Education, Science and Technology and Ministry of Health and Welfare in 2012 an 2013.
The ranges used in content analysis are in the area of artistic experience for Nuri curriculum. Among them, contents only relevant to art were selected as criteria of analysis.
For investigating line, color, shape, and texture, the criteria of aesthetic elements used in analyzing art content were based on the classification by Goo, Hyeonjoo (2002), Jeong, Hyejeong (2003), Oh, Seonghee (2010), and Choi, Rayoon (2013) and the criteria suggested by Park, Hwayoon (2009), based on classification by Shim, Seongkyung, Paek, Youngae, Lee, Hyosook, and Park, Joohee(2007), were revised and used for art expression. For aesthetic attitude, the content suggested by Lee, Jeongwook (2007) with reference to Eisner (1972), Herbwrholz and Hanson (1990), Schirrmaher (1993), Lee, Youngja, Lee, Kisook, and Lee, Jeongwook (1999) was used. The frequency and percentage were calculated using Excel as a research tool for analysis of the study.
The results of this study are as follows. First, as a result of investigating the composition by age of aesthetic elements, art expression and aesthetic attitude in「Teachers’ guide books for Nuri curriculum for the age of 3-5」at child care centers, aesthetic elements showed shape, followed by color, texture, and finally line in order, and two-dimensional expression showed relatively higher than three-dimensional for art expression. The crafting and pinching accounted for high proportion in three-dimensional expression and drawing and decorating took up high proportion in two-dimensional expression. As for the types of aesthetic attitude, aesthetics showed, followed by art criticism, art history, and work production in order, showing a high correlation in frequency of aesthetic elements, art expression and aesthetic attitude.
Second, the tendency by a daily life-based theme of aesthetic elements, art expression, and aesthetic attitude presented in the content of「Teachers’ guide books for Nuri curriculum for the age of 3-5」did not make a big difference between low and high frequency of themes according to themes, and generally life themes with a high frequency of aesthetic elements, art expression, and aesthetic attitude were nature, season, and culture.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 8
• 1. 유아와 미술교육 8
• 1) 유아 미술교육의 개념 8
• 2) 유아 미술교육의 목적 및 중요성 9
• 3) 유아 미적 지각능력의 발달 10
• 2. 유아 미술활동의 내용 12
• 1) 유아를 위한 미술활동에 나타난 미적요소 12
• 2) 유아를 위한 미술활동에 나타난 미술표현 15
• 3) 유아를 위한 미술활동에 나타난 심미적 태도 17
• 3. 누리과정의 이해 19
• 1) 누리과정 개발 및 구성 방향 19
• 2) 어린이집 누리과정 교사용 지도서의 이해 23
• 4. 선행연구 36
• Ⅲ. 연구 방법 38
• 1. 분석대상 38
• 2. 분석기준 40
• 3. 분석절차 47
• 1) 연구대상 활동의 선정 47
• 2) 예비 연구 48
• 3) 본 연구 48
• 4. 자료 분석 49
• Ⅳ. 연구 결과 및 해석 50
• Ⅴ. 논의 및 결론 62
• ○ 참고문헌 67
• ○ 부록