`문학-미술-과학` 융합교육 프로그램의 개발 및 적용 사례 연구(II)

Abstract

This research is a case study to make sure the enhancement of students’ imagination and creativity through developing and applying the Literature-Art -Science Integrated Education Program. Its research object was totally 40 persons of 20 students of the 4th to the 6th Grades from Sulsan Elementary School, Gunsan, and 20 students of the 3rd to the 6th Grades from Elementary Schools of Community Child Center around Iksan city. Its research period lasted for 4 months from September to December, 2014, and I, as the research place, used the art room at Sulsan Elementary School, and the lecture room of Hands-on Science Class, Wonkwang University, Iksan. The programs were totally 8 sessions with a unit of 1 session per 20 persons for 2 hours from 1:00 to 3:00 in the afternoon every Friday and Saturday. I fixed four themes of this program-one plane modeling, and three solid modeling, and finished the work of storytelling during summer vacation. The plane modeling is ‘Meeting with The Shadow Monster and Goblin’, and the solid modelings are ‘Seeking for a Bluebird in My Mind’, ‘Making a Sweet Home’ and ‘A Tale of My Friend Made of Scrap Irons’. Then I utilized exclusive techniques of art expression according to each theme, which were in sequence silk screen, Korean paper art, clay formation, and Junk art techniques. And I delivered the scientific knowledge in terms of growing or manufacturing processes of materials used in making artworks. After being processed this program, I surveyed about the students’ ability of integrated thinking and emotional experience by the questionnaire, and took statistics with SPSS/window 12.0. And I converted the subject’s variables to a percentage, and executed the x2(chi-square) test in order to compare with the characteristic according to variable As a result, as for the student’s ability of integrated thinking, the percentage of the students to have responded the contents of this program as ‘This program was useful, for it led me to display my creative ideas’ was 89.3, and especially that as ‘This program was very useful, for it led me to display my creative ideas’ was 41.3. And, as for the student’s emotional experience, the percentage of the students to have responded the contents of this program as ‘This program was interesting and satisfactory, for it made me enjoyable’ was 88.5, and especially that as ‘This program was very interesting and satisfactory, for it made me enjoyable’ was 55.5. Judging from the statistic values of two fields such as the student’s ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, questionnaire, etc. as such is as follows : Firstly, as a result that I proceeded this program as art-centered STEAM class, the student’s systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, selfconfidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using four art expression techniques. Thirdly, the student’s mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student’s self-confidence was further instilled when presenting famous artist and his artworks in the introduction and finale of four art expression techniques. Likewise, the statistic values on the fields of student’s ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program. However, in order to harvest a continuous effect in the 3rd research in 2015 on the basis of this research, it is required as follows : Firstly, thorough prearranged plan in the recomposition of curricula for integrating three subjects of the elementary school, Secondly, varied training for upgrading the teachers’ knowledge and speciality on this program, Thirdly, suggestion of various audiovisual data in the storytelling in order that the student can have more challenging spirit.