정신지체학교의 미술교육 실태 및 개선방향 = (The) Present Situation of Art Education in the Schools for the Mentally Retarded And the Direction for Improvement

다국어 초록 (Multilingual Abstract)

The present study looked into the actual situations of art education in the schools for the mentally retarded and examined the directions for improvement. A survey using questionnaires and interviews was conducted to the 210 teachers and 5 other teachers who were specialized in teaching art in the 17 schools for the mentally retarded in Kyunggido. The general teachers were surveyed with a questionnaire, while those specializing in art education were interviewed. The conclusions drawn from the collective opinions are as follows:
First, the general opinions of the teachers regarding the art education in the schools for the mentally retarded were various dependent on the variables in the sub-categories, such as the characteristics in the contents of art education; views on the children's responses; overall conditions of art education; conditions of teacher specialty; and actual situations of instruction and evaluation.
The teachers responded that the subject of art was not only a requirement course cultivating personality, creativity, and joy of life, but also a basic course 'that could accomplish the objects of other subjects. They said that the focuses of art education were investigating activities and creativity, and 1 that its purposes were developing sociality, improving maladaptational behavior. According to the teachers, artistic activities were helpful in relieving emotional problems and stresses of the children with mental retardation, and that the children was slow in the development of artistic expression but showed interest and participated actively in the activities.
However, their responses to the general conditions of art education demonstrated that: art classes were performed 1-2 hours a week; the teaching aids and materials were generally prepared by the teachers; the appropriate and practical materials were insufficient; the basic materials for the art classes were provided by the school but the special materials were not prepared; and more than 90% of the art classes were performed in the classroom. Art education training for the effective classes was rarely provided to the teachers. State-level training didn't exist at all, and the professionals who could conduct training were not sufficient. Textbooks and the guidebooks for art education didn't have substantial contents. More than 94% of the teachers felt the necessity for the teachers who were specialized in teaching art, and more than half of them were aware of the objectives of art education, and their level of satisfaction with the art subject were moderate.
More than half of the art classes were centered on the practical lessons to achieve the students' expressive ability. The methods of instruction, which the teachers regarded as a preferred one, were coloring on the given under-drawings; making, others, and using more than tow methods at one time (in the order of precedence). The hours for classes were observed, but the parts that couldn't be dealt with were taught in the next class or in the class hours secured at the teacher's discretion. The degree of systematic class operation using various materials and techniques was moderate or slight. Instruction using textbooks were centered on the areas favored by the teacher, who, at first, demonstrated the methods or order of production and let the students do the same thing. The improvement of instruction plans or methods were the purposes of evaluations, in which perfection of the work and the students' pleasant participation were emphasized. The criteria of practical examinations were the degree of achievement of the class objectives.
Second, the problems and the improvement measures were also diverse according to the variables. The teachers responded that they themselves didn't have sufficient knowledge about the art subject, which made the subject hard to teach; that the specific classroom for the art subject was either not prepared or too small; that the art classes were hard to be conducted properly because of lack of materials, unreliable guide books, lack of both assistant and specialized teacher, mobilization of art teachers to school events. Therefore, consideration of the school authorities, improvement of the school environments, and elevated qualifications of art teachers were urgent matters to solve for the development of art education. The artistic activities to be emphasized for the children were drawing & making in the educational aspect, and sculpting in the therapeutic aspect. The teachers thought that the class hours should be extended from the current 1-2 hours to 2-3 hours a week.
Several recommendations can be made for the desirable development of art education in1 the schools for the mentally retarded, based on the results and the conclusions of this study.
First, the teachers' opinions, surveyed in this study, on the overall conditions of art education should be applied to the actual field of education, and the measures to do it should be prepared.
Second, the measures to enhance the efficiency of art education in the schools for the1 mentally retarded are: various training programs for art teachers provided in the areas of practical or therapeutic training programs; procurement of diverse materials; strengthening the programs suitable to the learning levels of the students; and securing both assistant and specialized teachers.
Third, state-level support for improving the environments of art education - e.g. establishment of an art classroom - should be provided. And special education should train professionals in art education.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 정신지체아동의 미술표현 특성 = 4
• 2. 미술교육의 의의 = 8
• 3. 정신지체학교 미술교육과정 = 16
• Ⅲ. 연구방법 = 23
• 1. 연구대상 = 23
• 2. 측정도구 = 24
• 3. 연구절차 = 24
• 4. 자료처리 = 25
• Ⅳ. 결과 및 해석 = 26
• 1. 정신지체학교 미술교육의 전반적인 실태 = 26
• 2. 정신지체학교 미술교육의 문제점 및 개선방향 = 60
• Ⅴ. 결론 및 제언 = 68
• 참고문헌 = 71
• Abstract = 74
• 부록 = 77