유아의 창의성 신장을 위한 열린미술교육방법과 단원미술교육방법의 비교 = Open Art Education and Unit Art Education to Develop Creativity of Early Children

다국어 초록 (Multilingual Abstract)

The aim of this study is to make experimental testing of which art education method is more efficient to develop creativity through art working of six year old children.
In order to meet this aim, one subject is chosen, which is to show the difference between The Open Art Education Method being payed much attention recently by many educators and The Unit Art Education Method being actually used by many educators.
Will there be any significant difference between The Open Art Education Method and The Unit Art Education Method for the developing creativity of early children?
(1) Will there be any significant difference in the measured creativity?
(fluency, adaptability, originality, imagination)
(2) Will there be any significant difference in the domain creativity?
(linguistic creativity, diagrammatic creativity, bodily creativity)
The results of this research is that in general the experimental group led by The Open Art Education Method has more efficient educational effect than the comparison group led by The Unit Art Education Method in developing creative power. The under elements when it is divided into the measured creativity and domain creativity is;
(1) Measured Creativity
It shows that the group led by The Open Art Education Method has the more efficient educational effect than the group led by The Unit Art Education Method.
The under elements, when it comes to the measured creativity, snows that in the fluency and originality, the group led by The Open Art Education Method has the more efficient educational effect than the group led by The Unit Art Education Method, but in the adaptability and the imagination, there is no significant difference.
(2) Domain Creativity
It shows that the group led by The Open Art Education Method has the more efficient educational effect than the group led by The Unit Art Education Method in the creativity. The under elements, when it comes to the domain creativity, shows that in the diagrammatic creativity the group led by The Open Art Education Method has the more efficient educational effect than the group led by The Unit Art Education Method, but in the linguistic, bodily creativity, there is no significant difference.

국문 초록 (Abstract)

본 연구의 목적은 근래에 관심이 고조되고 있는 열린미술교육방법과 현재 현장에서 많이 시행되고 있는 단원미술교육방법이 유아의 창의성 발달에 어떠한 영향을 미치는지를 검증하는 것이다. 연구의 결과는 전반적으로 열린미술교육방법으로 지도한 실험집단이 단원미술교육방법으로 지도한 비교집단보다 유아의 창의성 신장에 있어서 더 교육적인 효과가 있는 것으로 나타났다. 창의성을 척도별 창의성과 영역별 창의성으로 나누어 하위요인별로 살펴보면 다음과 같다.
척도별 창의성의 하위요인 중 유창성, 독창성은 열린미술교육방법을 적용한 집단이 단원미술교육방법을 적용한 집단보다 창외성의 교육효과가 높았으며 융통성과 상상력은 두 집단간에 의미 있는 차이를 보이지 않았고, 영역별 창의성의 하위요인 중 도형적 창의성은 열린미술교육방법을 적용한 집단이 단월미술교육방법을 적용한 집단보다 창의성에 있어 교육효과가 더 높았으며, 언어적ㆍ신체적 창의성은 두 집단간에 의의 있는 차이를 보이지 않았다.

목차 (Table of Contents)

• 《요약》
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과 및 해석
• Ⅴ. 논의 및 결론
• 참고문헌
• ABSTRACT