고교 무용교육 현상과 활성화에 관한 연구

Abstract

This study is to identify the current status of dance education in high schools and examine an effective plan to activate dance class, targeting high schools in Gwangju. For the purposes, it classified the responses from 570 of a total of 600 subjects except 30 who answered insincerely or can not be analysed according to schools, departments and sex. We asked them to use self administration method for the questionnaire and excluded data which are unfaithful or can not be analysed. For the questionnaire, we used SPSS package and to identify characteristics of each response, we carried out frequency analysis. This study carried out a chi-square test to demonstrate variables of each group and the results are presented as follows: 1). In respect to knowledge on dance according to departments, 87.6% of humanities answered that they did not learn theories on dance at class while 80.6% of technical departments answered they did not. Wholly, 85.3% answered they do not learn, the highest, followed by responses of ' learn only theories, learn both of them and only practice. 2). For attending to dance performance according to departments and sex, most of the subjects responded they had no experiences, which showed much difference in responses. 51.5% of private school students responded they had experiences. In respect to dance video according to departments and sex, most of the subjects responded they had no experiences, which showed much difference in responses, but 51.5% of private school students responded they had video experiences. 3). For the degree of interest in dance, 58.8% of national and public school students considered that they had no interest in it while 44.7% of private school students considered they had some interest in it or rarely interest in it. According to sex, 65.5% of male subjects answered they had no interest while 48.75 of female ones answered that they had intermediate interest. According to departments, 37.5% of humanity students answered that they were interested in modern dance while 63.6% of technical schools were interested in dance sports. And for why they are not interested according to sex, there was a difference between male and female ones: 40.8% and 35.9% related to aptitude and 20.4% and 11.4% related to talent except other reasons. 8). For knowledge on dance according to sex, 74.4% of male students and 61.2% of female ones answered they had no knowledge, which indicates that there is difference in their degrees of knowledge on dance. For why they had no knowledge according to schools, 33.0% of public school students answered that they had no interest in it, the highest, while 35.1% of private school students answered they had no opportunities to learn. According to departments, 36.8% of humanity students, the highest, answered that they had no opportunities to learn while 34.5% of technical school students, the highest, answered that they were not interested in it. Finally, according to sex, 33.7$ of male students answered that they were not interested in it while 43.0% of female students answered they had no opportunities to learn. 9). For how to activate dance class according to types of schools, 37.0% of national and public school students answered students should have interest in it while 43.0% of private school students answered that schools should pay more attention to it. According to departments, 41.9% of humanity students considered schools' interest as most important while 37.4% of technical school students considered students' interest as most important. For the effective plans to activate dance class according to types of schools, 36.4% of national and public school students considered activation of club activities as most important while 35.0% of private school students considered introduction of professional instructors as most important. According to departments, 36.6% of humanity students considered activation of club activities as most important while 38.0% of technical school students considered ' introduction of club education' as most important. Finally, according to sex, 33.7% of male students considered introduction of club education' as most important while 32.7% of female students considered introduction of professional instructors and activation of club activities as most important.