Thinking Maps를 활용한 창의성 미술 교육 지도 방안

다국어 초록 (Multilingual Abstract)

Through drawing pictures, children recollect and visualize their respective emotion or thinking which was experienced or felt by each of them. However, children do not draw exactly the same as what they saw or felt. They draw pictures by undergoing reinventing process in their own way. In this process children think over their objects, adjust thinking in their own way, and express boundless imagination on them, and this process gives much influence in their developing creativity.
Drawing and molding activities of children are mostly done centering around their interests and desires.
Observing the features of children's drawing, it can be found that they draw into the largest size the object which they are most interested or concerned, and into smaller sizes gradually for objects with less interests, and finally they omit what they do not remember or what they are not interested. In the pictures drawn by children, the worlds imagined by them are unfolded and their ingenious personalities in self-expression are reflected.
Hence, all the fine art activities should begin from interests and desires. To induce motivation of creative drawing expression from children, it would be required to stimulate the children by changing the material, method and environment into new ones (which are different from the ones they used before), and help them understand what they experienced in reality and express freely what remain deep inside their minds and hearts.
It would be also necessary to transform drawing activity into a more creative method so that the ideas which children want to represent may be linked with more specific and creative expression of picture. Therefore we should support children to engage in their rich symbolic representing activities through drawings.
Thinking Maps are a set of visual language mode that reflects eight thinking techniques as practice or training to enhance creativity. They were designed by Hyerle (1996) and were proved quite effective as a language for communication between student and student, or student and teacher, overcoming any language barrier in such multi-lingual countries as U.S.A. and Singapore.
Thinking Maps are a set of graphic organizer techniques for integrated thinking processes. Through continuous training they help learner increase the capacity of defining basic concept for activities such as collection, analysis, development and assessment of information. In addition, they enable children to describe and classify information, and enumerate informations by order of priority. Such learning tools are recognized effective in enhancing learner's academic performance, summarizing, conceptualizing and changing attitude. In the past, such tools as mind maps and graphic organizer were available as substitutes for Thinking Maps. However, Thinking Maps assessed such visual tools critically and suggested eight types of Maps which have become generalized by integrating the strengths of the previous tools.
Hence in this study Thinking Maps were introduced as tools to express clearly learners' thinking processes and learning contents, and suggested instruction method using Thinking Maps, and the result is as follows.
First, Thinking Maps helped learner cultivate his/her ability to induce thinking and arrange it in order. Normally in fine arts class, a theme is given to students and children ponder vaguely what to draw, and in most cases their pictures lack consistency. But when Thinking Maps were adopted for children in their fine art lesson, the tool enabled them to draw pictures more easily and richly.
Second, difference was noted in expressive ability between pictures drawn after using Thinking Maps and those drawn before (without) using Thinking Maps. The pictures before adopting Thinking Maps showed the feature of hesitation even though children were drawing what they had in mind, and the pictures showed indiscernible objects. However, the pictures drawn after adopting Thinking Maps emitted confidence in lines and expressions, and the pictures were drawn in greater detail.
Third, as a result of conducting art lesson utilizing Thinking Maps, change was noted in time, method and attitude of children's preparing Maps. They prepared Maps more fluently by their own way, and when they prepared Mapping in permissive atmosphere, they showed the attitude of expressing actively what they were thinking. Children endeavored to express visually and clearly their thinking processes and contents by tools besides language expression. And children seemed to enjoy making interactions while looking at Maps.
Based on the result of this study as summarized hereinabove, it is concluded that art lessons adopting Thinking Maps produce positive effect in inducing creative drawing. It is also found out that Thinking Maps are a set of tools that enable children to express their thinking more actively. Hence it is concluded that Thinking Maps can be used as effective method in teaching and learning fine arts.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 방법 2
• Ⅱ. 이론적 배경 4
• 1. 유아 미술 교육 활동의 내용 및 의의 4
• 2. 유아 미술의 특징 9 3. 유아 미술 교육을 통한 창의성 계발 17 1) 창의성의 개념 17
• 2) 창의성 교육의 구성요인 28
• 3) 창의성 교육의 내용 및 필요성 34
• 4) 창의성 교육의 방법 36
• 4. Thinking Maps 40
• 1) Thinking Maps의 개념 40
• 2) Thinking Maps의 5가지 특징 41
• 3) Thinking Maps의 8가지 유형 43
• Ⅲ. Thinking Maps를 활용한 창의적 미술 교육 지도 방안 49
• 1. Thinking Maps 활용 수업의 사전 단계 49
• 2. Thinking Maps 활용 수업의 절차 49
• 3. 미술 교육 지도 방안의 실제 50
• Ⅳ. 결론 59
• 참 고 문 헌 62
• Abstract 65
• 부 록 69