자기 표현을 위한 낙서적 미술교육 프로그램에 관한 연구

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자기표현 낙서적 미술교육 드로잉
The rapid advance in social structure has put serious pressure on modern people while they try to keep up with new and changing environments. That phenomenon is concurrent with human isolation and dehumanization, and students have few chances to express themselves in school that places stress on academic achievement only. Therefore the kind of art education that encourages children with elastic potentials to develop their hidden potentials could be said an ideal art education. In this study, graffiti was utilized as a vehicle of self-expression.
Graffiti is a sort of spontaneous drawing. That is an act that one draws without being restricted by any particular rules or form. That is plain exposure of one's inner emotion or improvised mental image. And that is implicit self-expression and represents one's psychological and mental state. At the same time, there is social nature in it.
If graffiti activities that allow children to express themselves without any restraints are incorporated into the elementary curriculum, children will find art class more joyful and interesting, and their graffiti will enable teachers to grasp their psychology. The purpose of this study was to apply a graffiti-based teaching method to provide an opportunity for students to express themselves, and it's also meant to offer an opportunity for teachers to interpret their graffiti to have a deeper understanding of them.
A survey was conducted on fifth-grade school children in Gwangju to find out their awareness of self-expression and graffiti, and teachers from the same region were surveyed to check into their perception of graffiti. The subjects in this study were 30 fifth graders in Hwajeong- nam Elementary School located in Seo-gu, Gwangju. A graffiti art program was conducted to explore its applicability.
To get a precise psychological grip on fifth-grade school children who are about to reach adolescence, relevant theories were investigated to shed light on the importance of self-expression and art education. The general characteristics of graffiti were described, and how to take a psychological approach toward graffiti was discussed.
All the survey data were analyzed to assess the children's self- esteem and understanding of graffiti and the teachers' view of graffiti.
In the acting stage of this study, a graffiti art instruction program geared toward self-expression was presented and applied to the selected students. The program was conducted in a manner to offer a chance for the students to express themselves, and their homeroom teacher and this researcher joined forces in figuring out the psychology of the students, and information on the students provided by the homeroom teacher and art psychotherapy theories were taken into account as well. In every session, the children were stimulated to express themselves to their satisfaction without any restraints. In the first session titled 'Imagining and representing through graffiti play,' the disposition of the students was grasped, and the stories that they made by using visualized image unveiled their psychology. The second session titled 'Representing emotion through graffiti play' made it possible to screen the ego-centric students and all the children's peer relationship. In the third session titled 'Describing family through graffiti play,' how many people the students saw as their families and how they felt about their families were ascertained. The final fourth session titled 'Expressing my idea through graffiti play' made it possible to find out what the students concentrated their mind on. Given all the findings, it's concluded that the graffiti art instruction program geared toward self-expression enabled the students to disclose their inner world.
The students were surveyed to figure out how they felt about the art instruction, and it's found that they took a positive view of it. When they were asked about the necessity of graffiti-based art instruction, they gave a positive answer as well.
Their homeroom teacher told that their graffiti was of great use to academic education and guidance since the graffiti showed their psychology and ideas. Analysis of the output of students in art instruction is expected to have a great impact on student guidance, and teachers should be knowledgeable about art psychotherapy to grasp the psychology of students through their art works.
Alternative Title
A Study on Graffiti Art Education Program for Self-Expression : the case of school children in the upper grades
Alternative Author(s)
Jeong, so-young
조선대학교 교육대학원
교육대학원 미술교육
Awarded Date
2008. 8
Table Of Contents
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구 방법 및 내용 = 2
Ⅱ. 이론적 배경 = 3
1. 자기표현의 이론적 배경 = 3
가) 자기표현의 정의 = 3
나) 자기표현의 필요성 = 4
다) 자기표현 훈련의 정의 = 5
라) 자기표현 훈련의 목적과 필요성 = 5
2. 낙서의 이론적 배경 = 6
가) 낙서와 드로잉 = 6
나) 낙서의 발생과 개념 = 8
다) 낙서의 일반적 특징 = 9
라) 낙서의 심리적 접근 = 11
3. 자기표현을 위한 미술활동 = 14
4. 낙서를 통한 자기표현 = 15
5. 현재 진행되는 7차 미술교육 = 15
Ⅲ. 실태 조사 = 24
1. 학생 - 자아인식 실태조사 / 낙서에 대한 인식 조사 = 24
2. 교사 - 낙서에 대한 인식 조사 = 32
Ⅳ. 연구의 실행 = 37
1. 자기표현을 위한 낙서적 미술프로그램의 개발 = 37
2. 자기표현을 위한 낙서적 미술프로그램의 수업 진행 결과 = 50
3. 결과 분석 및 시사점 = 57
Ⅴ. 요약 및 결론 = 59
1. 요약 및 결론 = 59
= 62
= 63
조선대학교 교육대학원
정소영. (2008). 자기 표현을 위한 낙서적 미술교육 프로그램에 관한 연구
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Education > Theses(Master)(교육대학원)
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