정서안정을 위한 색채 표현활동 방안

Abstract

It is known that current art education is inclined to an academic course of study. As education is inclined to the development of reason, it is not helpful for emotional development through which students can express and control their emotions. This has caused diverse social problems. This study aims to develop a program which can be applied towards a real art education program which gives focus to diverse artistic expression and hands-on programs using colors based on the color psychology theory. Children respond to their environment sensitively, feel senses and express what they feel and think in a free way. Teachers understand and use children's emotions and feelings through the colors they use in their work and should help them to have abundant emotions and stability. For the purpose, this study investigated the current status of art education focusing on color activities which are designed to help children have emotional stability, and as a result, it was discovered that teachers should perceive the need for a color activity program. In the program, children painted what they felt through diverse color activities and teachers intended to understand children's emotions through the colors and content in the pictures they created. For children's emotional manifestation, teachers intervened little in the art class and children were encouraged to express what they felt and thought in a free way. Then, the teachers observed the results in detail to understand their expression and emotions properly. As a result of applying diverse color activity programs, it was discovered that children had more of an ability to use colors properly and use more colors with less burden in doing a good job. To enhance this educational effect, children need more opportunities to express themselves. This study recognized the importance of an art program to help children have emotional stability and presented strategies for better education. First, children who hate art and stay away from art have no confidence in how they express themselves. They gradually shrink away and lose confidence in expression and do not make any effort to express themselves. Therefore, teachers should have positive responses to activities or works that children have made in art class to help children gain confidence and positive thinking. If this is so, art through which children can express their feelings and emotions in a free way can help children's emotional stability. Second, for art classes which can help children to have emotional stability, teachers should gain expertise by acquiring basic knowledge on emotions and psychology and diverse theories on colors. However, as seen in the questionnaire on the current educational instruction on color activity, teachers consider the materials for color activities are not enough. Therefore, diverse training opportunities and data on colors relating to emotions should be provided to them. Third, teachers should have the attitude as educators who observe children carefully and pay more attention to them. As this can not be understood through a single process, teachers should observe children one-by-one carefully and instruct them in good directions for emotional stability. For the color activity, children acquired knowledge on color sense through a hands-on program. In conclusion, this study suggests that further research on diverse programs which can enhance unconscious ability for children to express their emotions through colors is needed.