시조의 형식미 교육 내용 연구 -학습자의 형식미 경험 양상을 중심으로- = A Study on the Contents of Sijo’s Formal Beauty Education -Focusing on the Learner’s Experience of Formal Beauty-

다국어 초록 (Multilingual Abstract)

The purpose of this study is to suggest the contents and methods of education for experiencing Sijo’s formal beauty by using the aesthetic sense felt in the form of Sijo as the object of experience. This is based on the idea that the essence of educating Sijo lies in the aesthetic experience of learners. Aesthetic experience of the form means sensory perception of the form and acquisition of emotions such as refinement, joy, and harmony that the form gives through organic connection with the content. The experience of Sijo’s formal beauty can contribute to the comprehensive understanding and aesthetic enjoyment of Sijo by overcoming education on form which focuses on transferring knowledge through qualitative experiences and inducing learners’ leading and active experiences.
The form of poetry can be perceived and experienced in meter, line, and structure, depending on the nature of it which consists of sense, thought and the integration of both. The meter, line, and structure function as units of form to feel and analyze formal beauty.
The components of formal beauty are divided into three types: beauty of refinement, beauty of game(spiele), and the beauty of harmony. The beauty of refinement satisfies the human desire to understand and define things with a sense of aesthetics that gives rules to chaotic objects. The beauty of game is a aesthetic sensation that is felt when faced with unconventionality, diversity, novelty, contradiction, and division in the rules, breaking the monotony and providing a sense of tension and relaxation. The beauty of harmony is formed by which elements within the form are organically related to the whole, providing an experience of harmony and unity. The experience of formal beauty is the sensory experience distant from ordinary purposes, and the experience of integrated beauty through the combination of content.
The experience of formal beauty is sequentially driven by instruments of concentration, judgement, and familiarity. The stages of experiencing formal beauty divide into: ① ‘exploring the components of formal beauty through discovery of fixed form and ex-form’, ② ‘cognitive judgement of the components and repeated experience of formal beauty’, ③ ‘completion of experiencing formal beauty through interconnection of components.’ The fixed forms and ex-forms are subject to immersion and concentration to the learner who discovers the components of formal beauty by foregrounding them into elements of experience. In the cognitive judgement stage, the learner gives meaning to the components through reflective thinking and experience formal beauty through repetition of immersion and thinking. In the final stage, the formal beauty is integrally perceived and completed by connecting the components that have been experienced in former stages.
This study designs experiments based on a theoretical foundation for formal beauty, analyzing aspects of the learner’s experience of formal beauty resulting from the experiment by considering the steps and components of the formal beauty experience. Learners discovered the beauty of refinement through the experience of sound structured in a manner consistent with the order of Sijo in the reading of it. Learners also discover the beauty of refinement’s role in preserving regularity in the comparison of lines and structure. They verified the meaning of the experience in conjunction with the feeling such as “stabilized”, and the experience of refinement is implemented in the creation of Sijo by adjusting the number of letters and omitting them.
Learners concentrated on the number of syllables and discovered the differences, explored interest in the form of Sijo which deviated from ordinary language use or the expectations of the development of Sijo, and completed the experience of game in the creation of Sijo maximizing the variation of expressions. Finally, learners discovered the experience of harmony by experiencing unity between units of form, content and form, and focused on instruments such as rhyme to identify the organic relationship between parts and the whole. The completion of experiencing harmony was carried out the creation of Sijo considering the unity of the whole.
These learners’ responses demonstrate the potential for education of experiencing formal beauty. However, some learners have failed to reach the ideal experience and have delays. Some factors that delay experience include failure to discover materials of formal experience such as the fixed form, failure to expand to harmonious beauty by focusing on refined beauty among the components, and generating partial appreciation without considering integration with the content.
This study designs education objectives to overcome the delay factors and to explore the educational realities of ‘formal beauty experience education in Sijo.’ The contents of the education included ‘awareness of the fixed form and ex-form of Sijo’, ‘repeated performance of experience and composition of formal beauty elements’, and ‘connection between formal beauty experience and appreciation of Sijo.’
Specific educational methods were presented as ‘experience of the beauty of refinement through the revitalization of vision and hearing’, ‘experience of the beauty of game through comparison between texts’, and ‘experience of the beauty of harmony by sharing aesthetic awareness through creation activities in small group.’ Education of Sijo’s formal beauty enables learners to active sensory perception to experience form aesthetically, iterate and extend it to the whole experience, and integrate the experiences that can be formed within a single work to achieve the completion of a harmonious formal beauty experience.