미술교육을 통한 중학생의 정서발달 연구

Abstract

A. 연구의 필요성과 목적 본 연구의 목적은 미술교육을 통해 중학생 내면의 심리를 탐색하고 자아를 발견 하게 하여 자신의 정서발달을 위한 스트레스 정도를 알아내고 자아존중감을 형성하게 하며 불안감을 찾아 해결해 주는 역할을 하는데 유용한 자료로 활용하고자 한다. 또한 미술교육과 미술활동의 중요성을 중학생들에게 인식시켜 미술교육의 활성화에 도움을 주고자 한다.

B. 연구문제 본 연구에서는 1) 미술과목에 흥미의 정도가 높은 학생은 자아존중감이 높을 것이다. 2) 미술과목에 흥미의 정도가 높은 학생은 스트레스 수준이 낮을 것이다. 3) 그림을 보고 생각하는 것이 부정적일수록 스트레스수준이 높을 것이다. 4) 그림을 보고 생각하는 것이 긍정적일수록 자아존중감이 높을 것이다. 5) 그림을 보고 생각하는 것이 부정적일수록 불안감이 높을 것이다. 6) 미술과목에 대한 흥미의 정도와 스트레스, 자아존중감, 불안감과는 관계가 있을 것이다.

C. 연구방법

본 연구의 방법은 연구 대상자를 광주지역에 거주하는 중학교 3학년 학생들을 구역별로 1개 학교씩 5개 학교에 재학 중 인 656명을 본연구자가 임의 선정하여 설문지를 사용하여 조사 하였으며 전체 중학생으로 일반화 하기위해서는 신중을 기해야 한다.

D. 결론 본 연구는 정리하면 다음과 같은 연구결과를 얻었다.

① 첫째미술과목에 흥미의 정도가 높은 학생은 자아존중감이 높을 것이다. 는 흥미의 정도가 높은 학생이 자아존중감이 높게 나타났으며 통계적으로 유의한 상관관계를 보였다.(r=-.198, p<.000) ② 미술과목에 흥미의 정도가 높은 학생은 스트레스 수준이 낮을 것이다. 는 통계적으로 유의한 상관관계를 보이지 않았다. ③ 그림을 보고 생각하는 것이 부정적일수록 스트레스수준이 높을 것이다. 는 부정적일수록 스트레스가 높게 나타났으며 통계적으로 유의한 차이를 보였다.(F=2.514, p<.029) ④ 그림을 보고 생각하는 것이 긍정적일수록 자아존중감이 높을 것이다. 는 그림을 보고 생각하는 것이 긍정적일수록 자아존중감이 높게 나타났으며 통계적으 로 유의한 차이를 보였다.(F=2.802, p<.013) ⑤그림을 보고 생각하는 것이 부정적일수록 불안감이 높을 것이다. 는 그림을 보고 생각하는 것이 부정적일수록 불안감이 높게 나타났으며 통계적으로 유의한 차이를 보였다.(F=3.017, p<.011)|ABSTRACT

The Emotional Development of Middle School Students in Relation to Art Education

Kim Hye-Sook Advisor: Prof. Jin Won-Jang Ph.D. Major in Fine Arts Education Graduate School of Education, Chosun University

The purpose of this study is to provide useful research material which: allows middle school students to discover their own psychology; allows them to find their true selves; monitors levels of stress for their emotional development; helps to build their self-esteem; helps to find and liberate the students' anxiety through the education of Art. In addition, this study is to help boost the education of Art by informing middle school students of the importance of the education of Art and of artistic activities. For this study the questionnaire, written under the professor's guidance, was used to solve the questions below.

A. The questions of this study 1)Do students who have a high degree of interest in Art have a higher self-esteem? 2)Do students who have high degree of interest in Art have a lower level of stress? 3)Do students who have a more negative opinion of artworks have higher levels of stress? 4)Do students who have a more positive opinion of artworks have lower levels of stress? 5)Are the students with more negative opinions about artworks more anxious? 6)Is there a relationship between the degree of interest in Art and stress, self-esteem, and anxiety?

B. Research plan and the process of data collection The limitation of this study is that the subjects were 656 third-grade students of 5 middle schools located in Gwangju metropolitan city, which has five districts. Each school was selected from each district randomly by the researcher. It is necessary to be cautious not to generalize these results to all middle school students.

The questionnaire was written under the professor's guidance and referred to the relevant literature, and it was designed to investigate how the education of Art is related with stress, self-esteem, ego-identity and anxiety of middle school students.

C. Research process The questionnaires used in this study: The questionnaire devised by Son, Yoon-jeong was employed to measure the middle school students' degree of interest in Art. The test developed by Kim, Jong-hwa was revised, modified and used to measure the students' stress level. The scale developed by Rogenberg, in 1965 and adapted by Jeon, Byung-jae, in 1974, was used to measure the students' self-esteem. The 18 questions used to measure the students' ego-identity were selected from the Ego Identity Scale, developed by Dignan and adapted by Seo, Bong-yeon. The 9 questions used to measure the students' anxiety were selected from the Beck Anxiety Inventory (BAI) test, developed by Beck, Emery and Greenberg, and adapted by Gwon, Seok-mahn, in 1985. The questions of appreciating artworks was extracted from 'The Education of Appreciating Artworks' and the 'Young Flutist, or The Fifer by Manet,' by Ahn, Hye-young.

D. Conclusion and suggestions In conclusion, the results of this study were as follows. ①The students who had a high degree of interest in Art had a higher self-esteem. :There was a statistically significant correlation. (r=-.198, p<.000) ②The students who had a high degree of interest in Art had a low level of stress. :There was no statistically significant correlation. ③The students who had a more negative opinion of artworks had higher levels of stress :There was a statistically significant difference. (F=2.514, p<.029) ④The students who had a more positive opinion of artworks had lower levels of stress. :There was a statistically significant difference. (F=2.802, p<.013) ⑤The students with more negative opinions about artworks were more anxious. :There was a statistically significant difference. (F=3.017, p<.011) ⑥There is a relationship between the degree of interest in Art and stress, self-esteem, and anxiety. There was a statistically significant correlation between the degree of interest in Art, self-esteem (r=-0.198, p<.000), and ego-identity(r=-.095, p<.031). In other words, the higher degree of interest in Art the students had, the higher self-esteem and ego-identity they had. However, there was no statistically significant correlation between the degree of interest in Art, levels of stress, and anxiety. Moreover, this study shows that positive thoughts and a positive attitude in the classroom has a great influence on the students' emotional development.

It is hard to generalize the results in all cases, as the subjects of this study were third-grade students within a limited region. However, it is possible to grasp the students' level of stress, ego-identity, and anxiety through Art lessons and draft many kinds of different solutions. Therefore, it is suggested to study more specific and more various ways of teaching Art.