연극 놀이의 교육적 효용성 연구 = (A) Study on the Effectiveness through Creative Drama in Education

다국어 초록 (Multilingual Abstract)

Many changes have taken place in drama and theatre education within the past few years. Whether or not they indicate a trend suggests that there are definitely new directions in the education and practices of economy, there are other influences at work. The most conspicious are the introduction of programs for and with the handicapped, which grew out of a concerned legislation in the midseventies.
This is a study to examine the effectiveness through creative drama in education and to consider the adaptation of it to schools, communities, universities, etc. Creative drama is almost similar to Creative Dramatics, creative drama, educational drama, drama as education, learning through drama, drama in education(D.I.E) and theatre in education(T.I.E) in this study.
These reasons are as follows. First, each approach consists of a leader, participants, and the dramatic improvisation. Second, for the participant, there is some kind of exhibited external behavior, as well as internal stimulus for this behavior. Third, the overall process of drama must also have, at one time or another, an imagine, an enact, and a reflect phase.
Creative drama is an improvisational, nonexhibitional, process-centered form of drama in which participants are guided by a leader to imagine, enact, and reflect upon human experiences. Although creative drama traditionally has been thought of in relation to children and young people, the process is appropriate to all ages.
Creative drama, whether in the classroom or in the camp or community program, may be regarded as a way of learning, a means of self-expression, a therapeutic technique, a social activity, or an art form. Children are helped to assume responsibility, accept group decision, work together cooperatively, develop new interests, and - seek new information. Drama is the most completely personal, as well as the most highly socialized, art form we have.
The values of this creative drama exist in some measure for all, regardless of age, circumstances, or previous experience.
Creative drama gives the participants an opportunity to develop the imagination, an opportunity for independent thinking, freedom for the group to develop its own ideas, an opportunity for cooperation, an opportunity to build social awareness, a healthy release of emotion, better habits of speech, an experience with good literature, an introduction to the theatre arts, recreation, creative drama for the special child, and values for the teacher.
As the result of these opportunities, creative drama has the effectiveness of contributing to participants as
1＞ a form of art,
2＞ a socializing activity,
3＞ a way of learning, and
4＞ a therapeutic tool.
This conditions will contribute to the development of all children of the whole who is an individual as well as a social human-being.
There are many ways of approaching the study of creative drama-playmaking, theatre games, and educational drama etc : become familiar with different approaches and then follow the method that is right for you and the students you teach. Particularly important is avoiding getting caught up in the theory, for this can confuse as well as explain.
In addition to these, I propose that the concerned authorities and universities train 1＞ present teachers, 2＞ future teachers, and 3＞ students on creative drama in order to lead participants to creative drama.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 연구 방법 = 4
• Ⅱ. 연극 놀이의 이론적 고찰 = 8
• 1. 연극 놀이의 본질 = 8
• 2. 연극 놀이의 목표 = 21
• Ⅲ. 연극 놀이의 교육 효과 = 23
• 1. 연극 교육과 창의성 = 23
• 2. 사회성 발달 = 29
• 3. 교과 학습 향상(단일 교과와 통합 교과 교육) = 44
• 4. 특수 아동의 지도 = 52
• Ⅳ. 연극 놀이의 교육 방법론적 특성 = 62
• 1. 연극 놀이의 지도 방법 = 62
• 2. 연극 놀이의 지도자 역할 = 65
• 3. 연극 놀이의 적용 현장별 특성 = 72
• Ⅴ. 결론 = 85
• 1. 연극 놀이 매체의 교육 효과 = 85
• 2. 연극 놀이 적용에 관한 제언 = 89
• 참고문헌 = 94
• Abstract = 108
• 부록 = 111