단청채색 활동이 지적장애 고등학생의 그리기 및 채색기술에 미치는 영향 = The effect of monochromatic coloring on drawing and coloring technology of high school students with intellectual disabilities

다국어 초록 (Multilingual Abstract)

The effect of monochromatic coloring on drawing and coloring technology of high school students with intellectual disabilities


Written by: Park, Jae-soon
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin-ja, Ph.D.


<Abstract>
The purpose of this study was to investigate the effect of monochromatic coloring on drawing and coloring technology of high school students with intellectual disabilities by performing a monochromatic coloring activity for 20 sessions for 2 or 3 times a week for high school students and 100 minutes for each session, We examined the pre- and post-change of drawing (line drawing, sketching) and coloring technique.
The results of the study are as follows.
First, the monochrome painting activity had a positive effect on the line drawing and sketching of high school students with intellectual disabilities. Especially, the drawing at the pre-drawing examination of high school students with intellectual disabilities showed that the space composition was rough and the shapes were out of order, the expression of the object was immature or distorted, and the detail and accuracy were insufficient. However, as a result of performing the monochromatic coloring activities, the difference of the change in the post - test was different according to the object, but the spatial composition ability gradually improved, the expressive ability and form ability of the object were improved, and the elaboration was improved.
Second, the monochrome painting activity had a positive effect on the coloring of high school students with intellectual disabilities. Before the monochromatic activity, the range of narrow color selection that used to color the entire picture with one color or three or more uneven colors was lost. After the monochromatic coloring activity, the coloring of one color over several places has disappeared. He showed confidence to choose, and he was interested in art activities. In particular, the monochromatic coloring activities using the unfamiliar materials, such as food, paint and coloring brush, were able to utilize all the processes of line drawing, sketching, and coloring, which are monochromatic coloring activities.
Therefore, this study can enhance the expressiveness of art by stimulating wide range of learning areas for intellectual disability high school students, and improve the understanding ability of Korean traditional art through monochrome painting activities, Suggesting that it can inspire preciousness.
This study has the following limitations.
First, this study was conducted on four high school students with intellectual disabilities, so it is difficult to generalize the results.
Second, this study is a study in which monochromatic colors, which are traditional colors, are used instead of 20 colors designated by the Ministry of Education in the case of monochromatic coloring activities, so there are limitations in high school students experiencing various colors and coloring activities.
Based on this study, suggestions for follow - up study are as follows.
First, in this study, we investigated the effects of monochromatic coloring on drawing and coloring. In the future, we will focus not only on art expressiveness such as drawing and coloring activities through monochromatic coloring activities, but also on improving emotional stability and concentration through art activities Is needed.
Second, the monochromatic activity program should be developed and applied in accordance with the type of disability and the degree of disability, taking into account the types of monochungs, such as plant patterns and forbidden city.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 의의 1
• 2. 연구의 문제 3
• Ⅱ. 이론적 배경 5
• 1. 지적장애학생의 미술표현 특성 5
• 2. 단청의 특성 8
• 3. 단청채색 활동의 의의 13
• Ⅲ. 연구 방법 15
• 1. 연구대상 15
• 2. 도구 21
• 3. 연구절차 24
• 4. 자료처리 28
• 5. 중재충실도 28
• 6. 사회적 타당도 29
• Ⅳ. 연구 결과 30
• 1. 그리기에 미치는 영향 30
• 2. 채색기술에 미치는 영향 49
• Ⅴ. 논의 및 제언 60
• 1. 논의 60
• 2. 제언 64
• 참고문헌 65
• 영문초록 69
• 부 록 72