초ㆍ중ㆍ고등학교에서의 연극 교과지도 전략 연구(2) : 교과학습과정을 중심으로 Focusing on the Processes of Course Learning = A Study on a Strategy for Teaching Drama/Theatre in Elementary and Secondary School

다국어 초록 (Multilingual Abstract)

In its curriculum planning, the course design of theatre arts as a curricular subject should begin from the angle of respecting the nature of both education and theatre arts, maximizing human growth in the process of socialization and direct experience by the 'here and now.'
Curriculum process, in general, takes four basic factors of objective, subject matter, learning experience and evaluation. The objectives of theatre/drama teaching can be identified from at least three directions. The first, the long term objective of theatre arts teaching is to help the students to understand themselves and the world they live in. The teacher is trying to set up situation where they can discover why people behave as they do. The second one is to develop and encourage the individual potential creativity of students. The theatrical experience makes the situation of total confrontation/involvement as possible. The third is for students to achieve understanding of the medium of theatre arts. Unlike in professional play production, the goals of theatre/drama in school are not 'for' aesthetic experience, but 'thought' it.
Lesson planning is a process whose nature is constrained more by its subject-matter content than by the cultural assumptions of the planners.
The learning process is to involve probing and exploring the new information or situation. It is to involve tenative response in interaction with other people, and to involve a process of negotiation in which broad agreements on meanings and acceptable responses are hammered out. Thus, lesson planning is to be involved all factors related to the lesson.
Theatre/drama teacher is engaged in creating areas of learning for students, but not in instruction them. Also he has to prepare to share the process of learning with students. The success of the lesson depends on the teacher. The teacher makes his students challenge, arouse, interest, and encourage reflection.
Evaluation can be classified into two areas of evaluation and assessment, Evaluation is employed in looking at work in the expressive frame. In the area of evaluation a numerical value can be given. On the other hand, assessment is used to look at the quality of drama/theatre work in the meaning frame. The criteria for assessment is descriptive, invitational and evocative.
Evaluation contains the implication of danger that teachers will only rate students to give grade, thus it will finally bring about dividing them into two groups of success and failure. But assessment helps teaching process with the informations of students' nature, accumulated through the whole period of drama/ theatre lesson.

목차 (Table of Contents)

• 1. 서론
• 2. 교육과정 구성요소
• 3. 연극교육의 목표
• 4. 교육내용 및 학습경험
• 1) 예비활동
• 2) 내용선정, 조직 및 실행
• 5. 교수(teaching)과정과 교사
• 6. 평가
• 7. 결론