자연물 꼴라주 기법을 활용한 유아생태미술교육 프로그램 개발

Abstract

ABSTRACT

Development of the childhood eco-art education program using the nature collage technique : children between 5 and 7 years-centered.

An Han-Wool Advisor : Prof. Yoon-sung Cho Ph.D Fine Arts Education Graduate School of Education Chosun University

Our modern society has entered information society going through agricultural society and industrial society in a very short period of time. The advanced technology of information society has brought us lots of issues such as environmental destruction, change in traditional values, and social regulation collapse as well as convenience to our life. As human beings are living with nature, a series of destruction has demanded different set of values and paved the way for the rise of ecology, leading to the emergence of new educational paradigm based on ecology, namely 'ecological education,' a new form of education. Ecological education is an important area also in early childhood education. Developmental psychologists note that positive and negative recognition with respect to specific objects start to form around the age 4, and the recognition on nature formed during early childhood endures into adult years.

So, it is essential for children to be in full communion with nature from the early age in order to instill positive recognition on nature. In this context, this article aims to handle the development of eco-art education for early childhood program where ecological education and art education are combined to maximize the educational effect. The eco-art education for early childhood combining art and ecological education can promote creativity development, aesthetic ways of expression, and confidence by encouraging free expression activity and exploring natural objects. Furthermore, it not only fosters modeling and creativity by using collage techniques but allows a wide range of art experience by taking advantage of various techniques and materials. This article utilizes the collage technique with natural objects which enhances educational effect by integration of art and ecological education. The article consists of 4 chapters. In the 1st chapter, the goal of the research and method to understand the importance and necessity of ecological education and eco-art education for early childhood are investigated. In chapter 2, the concept, necessity, and characteristics of eco-art education for early childhood is reviewed after handling the concept, necessity and background of ecological education. Then, in the section of theoretical background of collage in art education, the concept of collage and collage technique of modern art as well as collage techniques applicable to ecological art and the potential effect through it are examined.

In chapter 3, materials and expression techniques utilizing the collage technique with natural objects of eco-art education for early childhood is handled and the development of eco-art education for early childhood program is described. The age of research subject of development program is set as 5~7 considering the developmental characteristics of early childhood subject to get more influence from outer environment. Based on life experience of children, a program specializing in life themes, ecology and art activity was developed. And more broadly, 4 programs in total with the major theme of 4 seasons, such as spring, summer, winter and fall of our country was developed, of which activity analysis was performed. In chapter 4, in conclusion, the method to promote the ways of eco-art education for early childhood is suggested to develop aesthetic impression, creativity, and expressive capability by linking with art education as well as to allow children to learn ecosystem of nature, to explore natural objects, and to get more interest in nature and affection for it. Moreover, a method to raise the educational effect is suggested by introducing the collage technique to the eco-art education for early childhood using natural objects which can be easily obtained from around us, and activity analysis is also performed.

As a result of the activity analysis, it became clear that it is time-consuming job to change the recognition on nature and cultivate environmental ethics. However, it has been revealed that children's curiosity and expressive capability and their learning attitude are improved through the link with art class exploring and experiencing natural objects. In order to realize effective eco-art education for early childhood, it is required to develop various programs, and only through the constant effort for such education, it can be expected that educational effect will be transferred to children. In this article, we developed a program focusing on early childhood education institutes such as private educational institutions, kindergartens, and nursery schools, but programs that can be continuously implemented in experiential institutions, ecological museums, and external educational institutions are also expected to be developed.