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스캠퍼(SCMAPER) 기법을 활용한 창작무용 수업이 예술 고등학교 무용전공생의 창작능력에 미치는 영향

Title
스캠퍼(SCMAPER) 기법을 활용한 창작무용 수업이 예술 고등학교 무용전공생의 창작능력에 미치는 영향
Other Titles
Effects of the scamper technique based creative dance class on the creative ability of dance major students in arts high schools
Authors
강민지
Issue Date
2016
Department/Major
교육대학원 체육교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
김경숙
Abstract
The objective of this study is to identify what effects the scamper technique based creative dance class, which was designed to help students think multilaterally and creatively, would have on the dance major students from the arts high schools. Furthermore, this study aims to provide preliminary data for the efficiency operation of creative dance classes in order to help the students experience diverse creation methods and enhance their creative ability in dance by presenting a more specific and efficient class model and strategy along with a practical framework. To achieve the aforementioned objectives, this study selected the 40 second year students from “I” arts high school located in Incheon Metropolitan City as a research subject. This study then divided these 40 students into the experimental group and comparison group with 20 students each. This study then conducted the pre- and post-assessment on the dance creation ability of each group in order to verify the pre-homogeneity. After the pre-assessment, this study applied the scamper technique based creative dance class to the experimental group twice a week with a total of 10 sessions, each of which lasted for 50 minutes. In contrast, this study applied the conventional way of creative dance class to the comparison group. After applying the class, this study conducted the post-assessment, which was the same as the pre-assessment. Lastly, this study analyzed the effects of experiments and derived the research results on the basis of the differences in the pre- and post-assessments on the creative ability in dance. In regard to the assessment tool for the creative ability in dance of the two groups, this study leveraged the creative ability in dance assessment form of Hwa-sook Kim (1989) (Criteria of Evaluation for Creative Ability in Dance: Hwa-sook Kim, 1989). The author of this study and the two dance teachers, who were currently working at the arts high school and who had received the professional dance training for more than 10 years, conducted the assessment in accordance with the assessment criteria for the dance creation ability. This study utilized SPSS (Statistical Package for Social Science) v. 22.0 statistical package program for the statistical processing of collected data. This study also leveraged independent t-test in order to examine the differences in the pre-homogeneity and the pre- and post-assessments between the two groups. This study conducted correlation analysis in order to examine the significance and conformity degree between the evaluators. Lastly, this study conducted inter-class correlation (ICC). This study derived the following research results through the aforementioned research methods. First, this study found that there was no statistically significant difference in the dance creation ability between the two groups before applying the scamper based creative dance class. Second, the experimental group that received the scamper technique based creative dance class had a higher mean score than the comparison group in the pre- and post-assessments on the creative ability in dance. Thus, there was a statistically significant improvement(t=11.955, p<.001). Third, the experimental group that received the scamper technique based creative dance class had a higher score than the comparison group in the following sub-factors of creative ability in dance: Inventiveness(t=2.78, p<.01), Expression(t=3.09, p<.01) and Sequence(t=7.25, p<.001). Thus, there was a statistically significant improvement. The findings of this study indicate that the scamper technique based creative dance class would have a positive impact on the enhancement of creative ability in dance of dance major students. In particular, the research result that the scamper technique based creative dance class would enhance such sub-factors of creative ability in dance as originality, expressiveness and continuity was of great academic significance because it could be important preliminary data for promoting the creation ability of dance major students. On that account, it is imperative for creative dance teachers to help dance major students think multilaterally and creatively. Moreover, creative dance teachers should motivate dance major students so that they can become truly interested in creation. Lastly, creative dance teachers should research and propose a variety of teaching-learning methods for creative education. In this way, dance major students can enhance their creative ability in dance and also potential artistic talents in order to become a creative artist in the future and a leading artist in a new era.;본 연구의 목적은 다각적이고, 창의적 사고를 돕는 스캠퍼(SCAMPER) 기법을 활용한 창작무용 수업이 예술 고등학교 무용전공자의 창작능력에 어떠한 영향을 미치는지 규명하고 더 나아가 구체적이고 효율적인 수업모형과 전략, 실천적 틀을 제시하여 다양한 창작 방법의 경험을 제공하고 무용창작능력을 신장시키기 위한 창작무용 수업의 효율적 운영에 필요한 기초자료를 제공하는데 있다. 이러한 목적을 달성하기 위하여 인천광역시에 소재한 I 예술 고등학교 2학년 여학생 40명을 연구대상으로 선정하여 각각 20명씩 실험집단과 비교집단으로 나누어 사전-사후 무용창작능력을 평가하여 사전 동질성을 검증하였다. 사전검사 후 주 2회 50분씩 총 10차시에 걸쳐 실험집단은 스캠퍼 기법을 활용한 창작무용 수업을, 비교집단은 일반 창작무용 수업을 적용하였다. 수업 적용 후 사전 검사와 동일한 사후검사를 실시하였으며 사전-사후 무용창작능력 평가 검사지의 차이를 바탕으로 실험적용의 효과를 분석하여 연구결과를 도출하였다. 두 집단의 무용창작능력 평가 도구는 김화숙(1989)의 무용창작능력 평가지(criteria of Evaluation for Creative Ability in dance: 김화숙, 1989)를 사용하였으며, 10년 이상 전문 무용교육을 받은 경험이 있으며 현재 예술 고등학교에 재직하고 있는 무용교사 2명과 본 연구자가 무용창작능력 평가 관점에 의거하여 평가하였다. 수집된 자료의 통계처리는 SPSS(Statistical Package for Social Science) v. 22.0 통계패키지 프로그램을 이용하여 사전 동질성과 집단 간 사전-사후 차이를 보기 위해 독립 t-test, 평가자 간의 유의성 및 일치도를 알아보기 위해 상관분석, 급내상관분석(Inter-Class Correlation : ICC)을 실시하였다. 이상의 연구방법을 통하여 다음과 같은 연구결과를 도출하였다. 첫째, 스캠퍼 기법을 활용한 창작무용 수업 적용 전 집단 간 무용창작능력은 통계적으로 유의한 차이를 보이지 않음을 알 수 있었다. 둘째, 스캠퍼 기법을 활용한 창작무용 수업을 적용한 실험집단이 비교집단에 비해 사전-사후 검사치에 있어 무용창작능력 평균점수가 높아 통계적으로 유의한 향상(t=11.955, p<.001)이 있었다. 셋째, 스캠퍼 기법을 활용한 창작무용 수업을 적용한 실험집단이 비교집단에 비해 무용창작능력 하위요인 중 독창성(t=2.78, p<.01), 표현력(t=3.09, p<.01), 연속성(t=7.25, p<.001)에서 높은 점수를 받아 통계적으로 유의한 향상이 있었다. 본 연구의 결과를 통해 살펴본 결과, 스캠퍼 기법을 활용한 창작무용 수업은 무용전공생의 무용창작능력 향상에 긍정적인 영향을 준다는 것을 알 수 있었다. 특히 무용창작능력의 하위요인인 독창성, 표현력, 연속성이 향상한다는 연구결과는 무용전공생의 창작능력을 증진시키기 위한 기초자료로서 의미를 갖는다. 그러므로 교사는 무용전공생의 창작무용 지도시 다각적이고 창의적인 사고력, 창작에 대한 흥미와 동기유발을 이끌어 낼 수 있도록 하여야 하며, 다양한 창작 교육의 교수-학습방법을 연구하고 제시하여야 한다. 이를 통해 전반적인 무용창작능력을 높여주어 잠재된 예술적 재능을 신장시켜 미래의 창의적인 예술인, 새 시대의 선두적인 예술가로서의 밑거름을 만들어 줄 수 있을 것이다.
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