명화를 통한 미술감상활동이 유아의 창의성과 미술표현력에 미치는 영향 = (The) Effects of Famous Painting Appreciation on Young Children's Creativity and Artistic Expression Ability

국문 초록 (Abstract)

이 연구는 명화를 통한 미술감상활동이 유아의 창의성과 미술표현력에 미치는 교육적 효과를 규명하는데 목적이 있다. 이러한 연구목적을 달성하기 위한 연구문제는 다음과 같다.
1. 명화를 통한 미술감상활동이 유아의 창의성에 미치는 영향은 어떠한가?
1-1) 명화를 통한 미술감상활동이 창의성의 하위요인인 유창성에 미치는 영향은 어떠한가?
1-2) 명화를 통한 미술감상활동이 창의성의 하위요인인 독창성에 미치는 영향은 어떠한가?
1-3) 명화를 통한 미술감상활동이 창의성의 하위요인인 정교성에 미치는 영향은 어떠한가?
1-4) 명화를 통한 미술감상활동이 창의성의 하위요인인 제목의 추상성에 미치는 영향은 어떠한가?
1-5) 명화를 통한 미술감상활동이 창의성의 하위요인인 성급한 종결에 대한 저항에 미치는 영향은 어떠한가?
2. 명화를 통한 미술감상활동이 유아의 미술표현력에 미치는 영향은 어떠한가?
이 연구의 대상은 인천광역시에 소재하고 있는 S유치원의 만5세 유아 60명중 실험집단 30명, 비교집단 30명으로 구성하였다. 이 연구에 사용된 명화는 현재 유치원 6차 교육과정에 제시되어 있는 생활주제에 따라 관련된 명화 18편을 선정하였다. 실험처치를 하기 전에 연구대상으로 선정된 만5세 유아 60명에게 2002년 11월 11일 ~ 11월 12일까지 Torrance의 TTCT 창의력 검사 B형과 미술표현력 검사를 실시하였다.
이 연구에서는 실험집단과 비교집단의 생활주제를 동일하게 하였으며, 실험 집단은 생활주제와 관련된 명화를 선정하여 Feldman의 미술감상수업모델과정에 사고확장활동과 표현활동을 포함하여 실시하였고, 비교집단은 현재 유치원에서 일반적으로 이루어지고 있는 표현위주의 일반적인 미술프로그램을 실시하였다. 실험기간은 2002년 11월 3주부터 12월 4주까지 총 6주로 주 3회씩 18회 실시하였다.
이 연구에서 사용한 평가도구는 유아의 창의력을 알아보기 위해 Torrance의 창의력검사 TTCT 한국판을 사용하였으며, 유아들의 미술표현력을 검사하기 위한 도구는 Schirrmacher(1993)의 유아미술 발달 평가, Eisner(1972)의 미술평가관점, Barnes(1987)의 유아미술 평가를 참고로 정미경(1999)이 박사학위 논문 연구시 재구성한 것으로 총3가지 범주(미술활동과정, 미술표현능력, 미술 감상능력)중 이 연구 평가에 적합한 미술표현능력평가 척도를 사용하였다. 자료처리는 두 집단간의 차이를 알아보기 위하여 t검증하였고 통계적 유의도는 α=.05로 설정하였다.
이 연구의 결과를 요약하면 다음과 같다.
1. 창의성 점수에 있어서 실험집단과 비교집단간에는 통계적으로 유의미한 차이가 나타났다 하위요소별로 살펴보면 유창성, 독창성, 정교성에 있어서 실험집단이 비교집단보다 통계적으로 유의미한 차이를 나타냈으며 성급한 종결에 대한 저항과 제목의 추상성에 있어서는 실험집단이 비교집단보다 높은 평균점수를 나타냈지만 통계적으로 유의미한 차이는 나타나지 않았다.
2. 미술표현력점수에 있어 명화를 통한 미술감상활동을 한 집단이 표현위주의 일반적 미술활동을 한 집단보다 통계적으로 유의미한 차이를 보였다. 즉, 미술감상활동을 경험한 유아가 미술표현력의 하위 요인인 주제표현, 의도성, 재료이해와 활용, 디자인, 기법의 융통성, 색의 조화, 작품의 짜임새, 생동감, 세부적인 묘사에서 더 높은 점수를 나타냈다.
이러한 연구 결과는 명화를 통한 미술감상활동이 표현위주의 일반적인 미술활동 보다 유아의 창의성과 미술표현력 신장에 긍정적인 영향을 미치는 것임을 알 수 있다.

다국어 초록 (Multilingual Abstract)

The aim of this study is to find out the educational effects that the artistic appreciation activities by famous paintings influenced on creativity and art expression abilities of the pre-school children.
The major research question to accomplish this study object are as follows;
1. How does the effect of the artistic appreciation activities by famous paintings influenced on the creativity of pre-school children?
1-1. How does the effect of the artistic appreciation activities by famous paintings influenced on the fluency which is subordinated on the creativity?
1-2. How does the effect of the artistic appreciation activities by famous paintings influenced on the originality which is subordinated on the creativity?
1-3. How does the effect of the artistic appreciation activities by famous paintings influenced on the elaboration which is subordinated on the creativity?
1-4. How does the effect of the artistic appreciation activities by famous paintings influenced on the abstractness of titles which is subordinated on the creativity?
1-5. How does the effect of the artistic appreciation activities by famous paintings influenced on the resistance to premature closure which is subordinated on the creativity?
2. How does the effect of the artistic appreciation activities by famous paintings influenced on the artistic expression abilities of the pre-school children?
The object of this study was selected the group of this 5 years children all of them are same environmental, experimental group 30 members, comparativeness group 30 members in S kindergarten located in Incheon metropolitan city. And 18 pcs of famous paintings were selected through the consultant of educational experts and submitted to 6th educational course of pre-school children. The selection of famous paintings made by base on selections of famous paintings were easy to appreciate and understand, and the selections of artistic appreciation Internet sites for pre-school children.
Type B TTCT (Torrance Tests of Creative Thinking) and test of the artistic expression ability were tested the subjected group from Nov 11 to Nov 12 on 2002.
This study was regarded the same environmental subject between the experimental group and comparativeness group. The experimental group was tested for process on the class of artistic appreciation by Feldman including the activities of the expansion thinking and the expression.
And the comparativeness group was tested general art expression program which was done generally. The period of experiments were done total 18 times via 6 weeks(three times in a week) from 3rd week of Nov to 4th week of Dec.
The checking method of this study was used the test of creativeness by Torrance (TTCT Korean selections) and the other method to check the artistic expression abilities of pre-school children was used the study of reports for Dr. degree by Jung Mi Kyeong (1999) " The standard of evaluation for art expression ability remaded by the 3 categories (the progress of artistic activities, art expression ability, art appreciation ability) it was used on the evaluation for the artistic progress of pre-school children by Schirrmacher(l993), the point of artistic evaluation by Eisner(1972), the evaluation for the art of pre-school children by Barnes ( 1987).
The conclusion of this study is as follows;
The point of creativeness showed the experimental group (X￣=66.13) is little higher than the comparativeness group (XThe aim of this study is to find out the educational effects that the artistic appreciation activities by famous paintings influenced on creativity and art expression abilities of the pre-school children.
The major research question to accomplish this study object are as follows;
1. How does the effect of the artistic appreciation activities by famous paintings influenced on the creativity of pre-school children?
1-1. How does the effect of the artistic appreciation activities by famous paintings influenced on the fluency which is subordinated on the creativity?
1-2. How does the effect of the artistic appreciation activities by famous paintings influenced on the originality which is subordinated on the creativity?
1-3. How does the effect of the artistic appreciation activities by famous paintings influenced on the elaboration which is subordinated on the creativity?
1-4. How does the effect of the artistic appreciation activities by famous paintings influenced on the abstractness of titles which is subordinated on the creativity?
1-5. How does the effect of the artistic appreciation activities by famous paintings influenced on the resistance to premature closure which is subordinated on the creativity?
2. How does the effect of the artistic appreciation activities by famous paintings influenced on the artistic expression abilities of the pre-school children?
The object of this study was selected the group of this 5 years children all of them are same environmental, experimental group 30 members, comparativeness group 30 members in S kindergarten located in Incheon metropolitan city. And 18 pcs of famous paintings were selected through the consultant of educational experts and submitted to 6th educational course of pre-school children. The selection of famous paintings made by base on selections of famous paintings were easy to appreciate and understand, and the selections of artistic appreciation Internet sites for pre-school children.
Type B TTCT (Torrance Tests of Creative Thinking) and test of the artistic expression ability were tested the subjected group from Nov 11 to Nov 12 on 2002.
This study was regarded the same environmental subject between the experimental group and comparativeness group. The experimental group was tested for process on the class of artistic appreciation by Feldman including the activities of the expansion thinking and the expression.
And the comparativeness group was tested general art expression program which was done generally. The period of experiments were done total 18 times via 6 weeks(three times in a week) from 3rd week of Nov to 4th week of Dec.
The checking method of this study was used the test of creativeness by Torrance (TTCT Korean selections) and the other method to check the artistic expression abilities of pre-school children was used the study of reports for Dr. degree by Jung Mi Kyeong (1999) " The standard of evaluation for art expression ability remaded by the 3 categories (the progress of artistic activities, art expression ability, art appreciation ability) it was used on the evaluation for the artistic progress of pre-school children by Schirrmacher(l993), the point of artistic evaluation by Eisner(1972), the evaluation for the art of pre-school children by Barnes ( 1987).
The conclusion of this study is as follows;
The point of creativeness showed the experimental group (X￣=66.13) is little higher than the comparativeness group (X￣=45.13) on the statistical point (t=5.03, p<.0l), so we can check by based on the subordinate for the creativeness is as follows;
The first, in the fluency score show the comparativeness group(X￣=19.90) is little below than the experimental group (X￣=31.56) (t=7.09, p<.01).
The second, in the originality score show the experimental group (X￣=22.96) is little higher than the comparativeness group (X￣=15.10) (t=5.28, p<.01).
The third, in the elaboration score show the experimental group (X￣=9.60) is little higher than the comparativeness (X￣=7.03)(t=4.03, p<.01).
The fourth, in the score of the resistance to premature closure show the experimental group (X￣=1.66) is higher than the comparativeness group (X￣=0.73)in the means, but it is little high in statistical point as t=1.86, p=0.06.
The fifth, in the score of abstractness of titles show the experimental group (X￣=1.90) is higher than the comparativeness group (X￣=1.06) in the means but it is little high in statistical point as t=1.12, p=0.26
That is to say, in creativity the fluency, the elaboration, the originality were shown the experimental group is higher than the creativeness group, but the resistance to premature closure and the abstractness of titles were shown the experimental group is little higher than the comparativeness group. But the means point of the experimental group is higher than the comparativeness group.
In the point of artistic expression abilities, the group which was done the artistic appreciating activities by famous paintings is little higher than the group which was done general artistic activities in statistical. It was shown the group which was experienced the artistic appreciation activities is higher than the unexperienced group in expression of the subject, willingness well doing and the understanding of the material design, flexibility of the skill, color balance, structure of artwork, vitality, detail prescription.
Therefore, the conclusion of this study was shown the artistic appreciation activities by famous painting is more positive influenced on the progress for creativeness and artistic expression than the general art activities based on expression.
=45.13) on the statistical point (t=5.03, p<.0l), so we can check by based on the subordinate for the creativeness is as follows;
The first, in the fluency score show the comparativeness group(X￣=19.90) is little below than the experimental group (X￣=31.56) (t=7.09, p<.01).
The second, in the originality score show the experimental group (X￣=22.96) is little higher than the comparativeness group (X￣=15.10) (t=5.28, p<.01).
The third, in the elaboration score show the experimental group (X￣=9.60) is little higher than the comparativeness (X￣=7.03)(t=4.03, p<.01).
The fourth, in the score of the resistance to premature closure show the experimental group (X￣=1.66) is higher than the comparativeness group (XThe aim of this study is to find out the educational effects that the artistic appreciation activities by famous paintings influenced on creativity and art expression abilities of the pre-school children.
The major research question to accomplish this study object are as follows;
1. How does the effect of the artistic appreciation activities by famous paintings influenced on the creativity of pre-school children?
1-1. How does the effect of the artistic appreciation activities by famous paintings influenced on the fluency which is subordinated on the creativity?
1-2. How does the effect of the artistic appreciation activities by famous paintings influenced on the originality which is subordinated on the creativity?
1-3. How does the effect of the artistic appreciation activities by famous paintings influenced on the elaboration which is subordinated on the creativity?
1-4. How does the effect of the artistic appreciation activities by famous paintings influenced on the abstractness of titles which is subordinated on the creativity?
1-5. How does the effect of the artistic appreciation activities by famous paintings influenced on the resistance to premature closure which is subordinated on the creativity?
2. How does the effect of the artistic appreciation activities by famous paintings influenced on the artistic expression abilities of the pre-school children?
The object of this study was selected the group of this 5 years children all of them are same environmental, experimental group 30 members, comparativeness group 30 members in S kindergarten located in Incheon metropolitan city. And 18 pcs of famous paintings were selected through the consultant of educational experts and submitted to 6th educational course of pre-school children. The selection of famous paintings made by base on selections of famous paintings were easy to appreciate and understand, and the selections of artistic appreciation Internet sites for pre-school children.
Type B TTCT (Torrance Tests of Creative Thinking) and test of the artistic expression ability were tested the subjected group from Nov 11 to Nov 12 on 2002.
This study was regarded the same environmental subject between the experimental group and comparativeness group. The experimental group was tested for process on the class of artistic appreciation by Feldman including the activities of the expansion thinking and the expression.
And the comparativeness group was tested general art expression program which was done generally. The period of experiments were done total 18 times via 6 weeks(three times in a week) from 3rd week of Nov to 4th week of Dec.
The checking method of this study was used the test of creativeness by Torrance (TTCT Korean selections) and the other method to check the artistic expression abilities of pre-school children was used the study of reports for Dr. degree by Jung Mi Kyeong (1999) " The standard of evaluation for art expression ability remaded by the 3 categories (the progress of artistic activities, art expression ability, art appreciation ability) it was used on the evaluation for the artistic progress of pre-school children by Schirrmacher(l993), the point of artistic evaluation by Eisner(1972), the evaluation for the art of pre-school children by Barnes ( 1987).
The conclusion of this study is as follows;
The point of creativeness showed the experimental group (X￣=66.13) is little higher than the comparativeness group (X￣=45.13) on the statistical point (t=5.03, p<.0l), so we can check by based on the subordinate for the creativeness is as follows;
The first, in the fluency score show the comparativeness group(X￣=19.90) is little below than the experimental group (X￣=31.56) (t=7.09, p<.01).
The second, in the originality score show the experimental group (X￣=22.96) is little higher than the comparativeness group (X￣=15.10) (t=5.28, p<.01).
The third, in the elaboration score show the experimental group (X￣=9.60) is little higher than the comparativeness (X￣=7.03)(t=4.03, p<.01).
The fourth, in the score of the resistance to premature closure show the experimental group (X￣=1.66) is higher than the comparativeness group (X￣=0.73)in the means, but it is little high in statistical point as t=1.86, p=0.06.
The fifth, in the score of abstractness of titles show the experimental group (X￣=1.90) is higher than the comparativeness group (X￣=1.06) in the means but it is little high in statistical point as t=1.12, p=0.26
That is to say, in creativity the fluency, the elaboration, the originality were shown the experimental group is higher than the creativeness group, but the resistance to premature closure and the abstractness of titles were shown the experimental group is little higher than the comparativeness group. But the means point of the experimental group is higher than the comparativeness group.
In the point of artistic expression abilities, the group which was done the artistic appreciating activities by famous paintings is little higher than the group which was done general artistic activities in statistical. It was shown the group which was experienced the artistic appreciation activities is higher than the unexperienced group in expression of the subject, willingness well doing and the understanding of the material design, flexibility of the skill, color balance, structure of artwork, vitality, detail prescription.
Therefore, the conclusion of this study was shown the artistic appreciation activities by famous painting is more positive influenced on the progress for creativeness and artistic expression than the general art activities based on expression.
=0.73)in the means, but it is little high in statistical point as t=1.86, p=0.06.
The fifth, in the score of abstractness of titles show the experimental group (X￣=1.90) is higher than the comparativeness group (X￣=1.06) in the means but it is little high in statistical point as t=1.12, p=0.26
That is to say, in creativity the fluency, the elaboration, the originality were shown the experimental group is higher than the creativeness group, but the resistance to premature closure and the abstractness of titles were shown the experimental group is little higher than the comparativeness group. But the means point of the experimental group is higher than the comparativeness group.
In the point of artistic expression abilities, the group which was done the artistic appreciating activities by famous paintings is little higher than the group which was done general artistic activities in statistical. It was shown the group which was experienced the artistic appreciation activities is higher than the unexperienced group in expression of the subject, willingness well doing and the understanding of the material design, flexibility of the skill, color balance, structure of artwork, vitality, detail prescription.
Therefore, the conclusion of this study was shown the artistic appreciation activities by famous painting is more positive influenced on the progress for creativeness and artistic expression than the general art activities based on expression.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 6
• 3. 연구문제 = 6
• 4. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 유아기 미술감상활동의 교육적 가치 = 9
• 2. 유아기 미술감상활동의 발달적 효과 = 11
• 3. 유아 미술감상활동의 교수방법 = 17
• 4. 유아기 미술감상활동과 창의성 = 22
• 5. 유아기 미술표현 = 26
• 6. 명화를 통한 미술감상활동이 유아의 창의성과 미술표현력에 미치는 영향 = 29
• 7. 선행연구에 대한 고찰 = 31
• Ⅲ. 연구의 방법 = 35
• 1. 연구의 대상 및 표집 = 35
• 2. 연구의 도구 = 35
• 3. 연구의 설계 = 38
• 4. 연구의 절차 = 39
• 5. 자료처리 = 53
• Ⅳ. 연구 결과 및 해석 = 54
• 1. 명화를 통한 미술감상활동이 창의성에 미치는 영향 = 54
• 2. 명화를 통한 미술감상활동이 미술표현력에 미치는 영향 = 56
• Ⅴ. 논의 = 59
• Ⅵ. 요약 및 결론 = 64
• 1. 요약 = 64
• 2. 결론 및 제언 = 67
• 참고문헌 = 69
• 부록 = 76
• ABSTRACT = 84