그림책을 활용한 미술치료가 아동의 또래관계에 미치는 영향

Abstract

The purpose of this study is to find out the effects of art therapy utilizing picture books on small class students in the rural community so that the findings of this study could be used to support the apply of art therapy in the classroom in elementary education. For this purpose, the following research questions have been established. First, does the art therapy using picture books influence on the peer relationship? Second, is it possible to do a class unit art therapy that is linked to the curriculum? The participant of this study was two second grade classes in an elementary school located in Jeonbuk province. The independent variable was a class unit art therapy using picture books and the dependent variables being measured were the peer relationships. Experimental group and control group was employed pre & post peer relationship examination design. The KSD pre & post examination and the phased changes in the test group were analyzed. Based on the results of this study, the effects of art therapy using picture books on the peer relationships are reflected in the following. First, the art therapy using picture books increased positive factors in peer relationships and decreased the negative factors of peer relationships, creating a positive influence on the peer relationships. Also, by reading a picture book that is easy to encounter and easily understandable by the 2nd grader in elementary school, the children were concentrated joyfully on the art therapy, and the process of art therapy was natural, natural to expand ideas. The story of a picture book becomes my story or a friend’s story and the inner workings of a person in the picture book has become a functioning medium for expressing the inner myself. Second, it was a positive effect on improving the peer relationship by a class unit art therapy using picture books that is linked to the class curriculum. As the program was applied in Korean language class and creative experience activities, they acted naturally without thinking about it as a special program. Through the process of arts therapy, each child was able to feel his or her sense of accomplishment and satisfaction, sharing emotion, fostering support and encouraging aid helped strengthen each other's intimacy. Within the curriculum, a class unit art therapy is thought to have a positive effect on peer relationships in situations where children are emotionally stable. Taken together, the art therapy using picture books has a positive effect on peer relationships of the classroom. The significance of this study is that the findings of this study can be applied to support the use of class art therapy in the curriculum.