유아미술활동에서 나타나는 교사-유아의 대화양상에 관한 연구 : Freire의 관점을 중심으로 = A study on the Conversation Aspect Between Teacher-infant Appeared in the infant Art Activities : Focused on the Viewpoint of Freire

국문 초록 (Abstract)

본 연구는 유아미술활동에서 교사와 유아의 대화양상이 어떻게 나타나고 있는지 Freire의 관점으로 살펴봄으로써 대화가 미술활동에 미치는 영향에 대해 알아보고, 미술과 수업대화에 대해 교사가 어떤 인식을 가지고 있는지 알아보고자 하였다. 본 연구를 위해 다음과 같은 연구방법으로 진행하였다. 연구기간은 2018년 8월에서 2018년 10월까지 총 3개월간 이루어졌으며, 연구참여자는 P시에 소재한 사립유치원 두 곳의 만 5세반을 담당하는 교사 2명이다. 자료수집은 교사 당 8회씩 총 16회의 관찰자로서의 참여관찰과 교사 심층면담을 통한 연구로 유아미술활동에서 나타난 교사와 유아의 대화 양상은 ‘대화에서 발현되는 만남’, ‘주체들의 배움을 위한 의식화’, ‘창조적 조력자로서 교사’, ‘미술수업 대화를 통해 의식화 되어가는 교사’로 나타난 3가지 범주를 통해 그 의미를 탐구하고자 노력하였다.
본 연구의 결과를 살펴보면 다음과 같다.
첫째, 유아는 교사와의 진정한 만남 속 대화가 이뤄질 때 미술활동이 풍요로워지고 즐거움을 느끼며 교실의 주체로 존재하고 있었다. 유아들은 교사와의 대화에 있어서 존중받는 다는 느낌을 받을 때 더 많이 대화하고자 하는 능동적 참여자가 되었다. 유아가 미술활동에서 주체가 되었을 때, 경험을 공유하며 서로 생각의 지평을 확장시키는 대화가 이어지며 배움을 실천해 나갈 수 있었다. 또한, 대화 속에서 나타나는 유아의 상상적 이미지에 대한 교사의 존중이 있을 때 유아는 즐거움을 느끼며 미술활동에 몰입 할 수 있었다. 교사가 유아의 발현되지 않은 잠재태(Dynais)의 영역을 존중함으로써 실천적 프락시스(Praxcis)로 이어지며 미술활동에서 발산적 대화가 오가고 있었다.
둘째, 유아미술활동의 대화에서 중요한 요인 중 하나는 교사로 나타났다. 교사가 미술활동의 주체가 되었을 때 미술활동과 수업대화가 다양하고 풍성하게 나타나며 유아들도 주체로서 배움이 일어났다. 교사의 태도와 신념, 인식, 관점, 경력 그리고 교사를 둘러싼 구조화 환경이 유아와 교사의 미술 대화에 많은 요인으로 작용하고 있었다. 교사들은 모두 미술활동과 수업대화에 대해 중요성을 인식하고 있었지만, 미술활동을 바라보는 관점에 따라 전혀 다른 배움이 일어나고 있었다. 주체가 있는 미술활동에서 유아는 존중과 상호배움을 통해 의식화 되어가며 수업을 능동적으로 구성하고 미술활동이 지니는 가치를 만끽할 수 있었으나 반대로 비주체적인 미술활동에서의 유아는 노예화 되고 순응적인 태도를 통해 내면이 반영되지 않은 미술활동이 이어지고 있었다. 이로인해 미술활동에서 유아중심활동이 되기보다 그 외의 것을 더욱 인식하는 교사의 태도는 Freire가 주장한 은행적금식 교육방법으로 나타났으며, 유아들과의 대화는 수렴적인데도 그 결과를 예측할 수 있는 양상을 보이고 있었다. 이와같이 Freire의 관점을 통해 살펴본 유아미술활동의 대화를 통해 유아미술활동이 나아가야할 방향을 제시하고자 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is investigating the effects of conversation on art activities and looking into the perception of teachers about art and class conversation through examine the how conversation aspect is shown between teacher and infant in the infant art activities with perspective of Freire.
The research issues set out for this are as follows.
Research question1. How are the conversation aspect between infant and teacher in the infant art activities?
Research question2. How are the perception of teacher about infant art activities and class conversation?

For this study, the research method proceeded as follows. The study period was from August 2018 to October 2018 for a total of three months. And the research participants were two teachers in charge of five years old class of each two private kindergartens in P city. The data collected by 8 participant observations per the teacher, total 16 participant observations as an observer, and in-depth interviews with teachers. Though this, the conversation aspect between infant and teacher in the infant art activities were showed as 3 categories : 'the meeting revealed in conversation', 'the ritualization for learning of subjects', and 'teacher as creative assistant'. Through these 3 categories, the researcher tried to explore its meaning.
The results of this study are as follows.
First, when the conversation is made in the real meeting with teacher, the infant felt that the art activities were enriched and enjoyed, and existed as the subject of the classroom. In the conversation with teacher, when the infant feel they are esteemed, they became active participants to communicate more. When the infants became a subject in art activities, through the continued conversation with sharing experiences and expanding the horizons of thought, they could practice the learning. Also, when there was a teacher's respect for the imaginary image of the infant appearing in the conversation, the infant was able to feel the joy and immerse in the art activity. When the teacher respect the area of Dynais where is not revealed from the infant, it led to practical Praxcis, and divergent conversation made in the art activities.

Second, one of the most important factors in the conversation of infant art activities was teacher. When teachers became the subjects of art activities, art activities and class conversations appeared diversely and abundantly, and the learning was made to infant as a subject. Teacher attitudes, beliefs, perceptions, perspectives, career, and the structured environment surrounding the teacher acted as various factors to the art conversation of infant and teacher. Teachers all recognized the importance of art activities and class conversations, but there was a completely different learning situation depending on the point of view of art activities. In the art activities with the subject, the infant become ritualization through the respect and mutual learning, organizing the class actively and could enjoy the value of art activities. On the other hand, infants in non-subjective art activities become enslaved, and through the adaptive attitude, art activities that were not reflected inner side were continuing. Therefore, the teacher's attitude which recognizes the other things more than the infant-centered activities in the art activities was revealed as Freire's the installment savings style education method. And the conversation with infant was convergent, but it had seemed a pattern that can predict the results. In this way, through the conversation of infant art activities, which had seen from view point of Freire, this study tried to suggest directions for infant art activities.

목차 (Table of Contents)

• Ⅰ. 서 론 ·········································································································································· 1
• 1. 연구의 필요성 및 목적 ····················································································································· 1
• 2. 연구문제 ··················································································································································· 7
• 3. 용어의 정의 ············································································································································ 8
• Ⅱ. 이론적 배경································································································································· 9
• 1. 유아미술교육과 대화 ·························································································································· 9
• 가) 유아미술교육의 의의 및 필요성 ································································································ 9
• 나) 교육과정과 유아미술교육 ··········································································································· 13
• 다) 미술교육에서의 대화 ····················································································································· 18
• 2. Freire의 대화식 교육 ······················································································································· 25
• 가) 교육사상 ·············································································································································· 25
• 나) 대화 교육이론 ·································································································································· 28
• 다) 대화 교육 교사론 ··························································································································· 38
• Ⅲ. 연구방법 ··································································································································· 45
• 1. 연구자 ·············································································································································· 45
• 2. 연구현장 ········································································································································· 48
• 3. 연구참여자 ····································································································································· 51
• 4. 연구절차 ········································································································································· 53
• 5. 자료수집 ········································································································································· 56
• 6. 자료분석 ········································································································································· 60
• 7. 연구의 윤리성 ······························································································································ 65
• Ⅳ.연구결과 ····································································································································· 66
• 1. 유아미술활동에서의 대화양상 ···································································································· 66
• 2. 미술활동과 수업대화에 대한 유아교사의 인식 ································································ 106
• Ⅴ. 요약 및 논의························································································································· 113
• 1. 요약 ················································································································································ 113
• 2. 논의 및 제언································································································································ 116
• 참고문헌 ········································································································································ 121
• 부록 ················································································································································· 130
• Abstract ········································································································································· 135