중등교육에서 감성지능 발달을 위한 미술교육 프로그램 연구구

Abstract

ABSTRACT

A study on the program in art education for the emotional intelligence development in the middle school

Kim Hee-seung Advisor : Prof. Yoon-sung Cho, Ph.D. Major in Fine Arts Education Graduate School of Education, Chosun University

Treatments stimulating one’s emotion have been increasing as a treatment of serious school violence. In these century, it is hard to anticipate that teenagers who need to experience various emotions and have future-oriented thought regulate themselves and understand others due to the egoism and egocentrism. In this condition, it is necessary to make an education for developing emotional intelligence through the art education expressing their anger and emotion non-verbally and naturally. Especially, This is the essential process to bring up the good and balanced personality of adolescents who are sensitive. Korean modern education is required to develop an emotional ability as a form for the recovery of human nature and a human-centeredness. In the aspect of dealing with human’s emotion, art education can be related to the development of emotional intelligence. If art education is closely related with emotional intelligence, and it develops emotional intelligence , it will produce another educational value and come up with new educational method to grow emotional intelligence. In the main study, I searched for the concrete programs about what an emotional intelligence is, what ability it tells, and how it develops through art education in oder to achieve creative and emotional art education for middle school students. The contents of art curriculum are divided into three parts: esthetisches Erlebnis, expression, and appreciation. First, esthetisches Erlebnis developed exploration, research, understanding, and judgement about nature and visual cultural environment. Second, Expression made one’s feeling and thought express actively by experiencing the theme, method of expression, crude element and principle, process of expression, and expansion of expression. Third, appreciation made an opportunity to have basic ability and attitude that need for understanding of art culture and criticism. I implemented each section by organizing the following contents. First, it made me think again who I am and my existence through self-awareness step. Second, it made me not only cultivate a concentration, but also get a positive thought through synchronization step. Third, I experienced to empathize others’ emotion and enter into another’s feeling through empathy. Fourth, it made me control my own emotion through self-control step and have hope that moderation is not pain but thing for my own sake. Fifth, it made me realize that helping each other is much more effective and have pro-social behaviors. This study is that art education using emotion and five-senses improves emotional stability, creativity and model ability by making use of each sense meaningfully and also offers opportunity to express interestingly. With the consideration that effective emotional education can be accomplished through education for developing emotional intelligence, this study emphasizes the point that emotional intelligence can be developed by art education which is effective for sensitivity and emotion, and seeks the possibility of that.