시지각 능력 향상을 위한 소묘학습 프로그램 개발 : 초등학교 4학년을 대상으로 4th Graders in an Elementary School = Development for drawing instruction program to progress visual sense ability

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a curriculum that helps elementary school students draw rough drawings better.
Human being has been lived seeking the beautiful. Even graffiti is a way of expressing ourselves. We express our thoughts or feelings by using dots, lines, surfaces, forms, and colors. However, most people think that art is not for them, but for some artists. No wonder they usually don't care about art. It's partly due to current art education system that focuses on "expressing process." Students have been taught to make their efforts only to improve their ability in expression, without learning methods of using tools materials, visual sense and perceptibility. That's why I developed a program of enhancing rough drawing abilities for elementary school students. Rough drawings are the basic activity that takes a big part of art activities. The better students have their abilities in expressing themselves with rough drawings, the more students can lift up their artistic abilities.
The program is based on Tyler's Educational Developmental Model that includes the establishment of educational objective selecting and organizing educational contents and evaluating learning experience. The program is in line with the needs of teachers, students, and social situation.
Elementary school students become to have physical function to objectively grasp the structure and shape of an object and express it by the development of visual sense and perceptibility.
The goal of the program is "to make students have their eyes for the beautiful, to teach them how to use their visual sense and perceptibility and artistic knowledge with the program." It includes the ways of teaching students about how they use dots, forms, brightness, proportion, expressing specifically, how to use their perception, feeling and psychological fields towards drawing space. All of these elements are related to each other.
The time break between classes is about one to three hours and it's flexible. Teachers could have their students make some plans for drawings, especially pencil rough drawings. It could makes students get more excited about drawings. It also includes some activities - students need to talk about drawings and learn about artistic facts, and they are taught how they can express their feelings or thoughts with an aesthetic point of view, and students draw some objects, and they evaluate their drawings.
The program was applied to 40 students who are fourth graders at H elementary school in Seoul. The program was revised constantly when there were problems with it during the practice period. Students had essay tests in "perception field" after the program was finished. Students estimated their works and teachers observed their student's works in "feeling field" Students got their scores based on their portfolios in "psychological field." SPSS/PC+, a statistic program, were used to analyze the test results, using t verification. First, students had essay tests that they need to find something wrong on some drawings, which is useful for evaluating whether students are capable of having "perception" abilities. The test gave the students their percentile award points. Second, the students were marked based on how they keep their interests, how they use their knowledge, how they cooperate well each other, how much they respect drawings, using the students' evaluation and teacher's check lists. Third, the students' drawings were given marks according to their works when they were in classes for chapter 1 & 7.
The results are as follows: there was significant difference (p<.01) between the students in the treatment group and in the control group. The results turned out well with the essay test, self-evaluation test, teacher's observation tests, and students' works. This is a proof that the program performed in this study is a better way of fostering rough drawing skills for students than the existing traditional system.