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사회적 소통을 위한 무용예술교육 현황 및 사례 분석 연구
정희자 ( Hee Ja Jung ) 한국예술교육학회 2012 예술교육연구 Vol.10 No.2
The purpose of this study is to consider how the dance as an Arts Education Policy Contents have transitioned since it was first introduced during the development direction of the Korean Arts and Culture Education Policy Contents going forward. For this analysis, the study is based on the sequence, which has beenused to analyze the construction of curriculum, course and contents of study, and the quality of education. The dance as an Arts Education Policy Contents concept by shifts in Korea`s Arts and Culture Policies: Culture Welfare, Arts and Culture Education Development of Human Resources and Training, Artist-in-School Program, the Arts and Culture Education of School, the Arts and Culture Education of Society. Dance education standards are classified into the areas of production-execution and creation as well as response~appreciation and communication. Here, execution (dancing) touches upon the physical perception, coordination, understanding of movement elements, learning of performance principles and etc. Creation (making dance) is related to creating or composing movements, understanding expressional or creative principles, and etc.
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중학교 무용예술강사 무용수업의 재미요인과 수업만족의 관계
정희자 ( Hee Ja Jung ) 한국무용교육학회 2009 한국무용교육학회지 Vol.20 No.3
The objectives of this study were to examine junior high school students` dance course enjoyment, the difference of course satisfaction, and the influence of dance course enjoyment factors upon students` satisfaction with the course according to the genders and school years of students. Total of 525 junior high school students in Gyeonggi area participated in the study using cluster random sampling method. Total of 37 responses were discarded from the analyses due to incompleteness. The data of 488 respondents were used in the statistical analyses. Data were analyzed with the SPSS 15.0 program for descriptive statistics, independent sample t-test, correlation analysis and multiple regression analysis. Study findings are as follows:siFirst, as for the dance course enjoyment and course satisfaction by genders and school years, female students are higher than male students and first graders are higher than second graders. Second, there are positive correlations between all the sub-factors of dance course enjoyment and all the sub-factors of course satisfaction. Third, among dance course enjoyment factors, the physical and mental health maintenance has no significant influence upon the course environment whereas all the other factors have positive influence upon course satisfaction.
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놀이 활용 신체표현활동이 초등학생의 내적 동기에 미치는 영향
정희자 ( Hee Ja Jung ) 무용역사기록학회 2011 무용역사기록학 Vol.22 No.-
The game-based dance education is a self-directed dance learning process utilizing games. It is designed to attract voluntary participation from students. During the learning process, students are encouraged to set new rules of the game and to suggest new ideas and movements to enhance the excitement of the game. This study introduces the game-based dance education which is a new method of creative dance education, and tests its effects on the inner motivation of students. The inner motivation is consisted of the four sub-factors; the perceived competence, the interest-pleasure, the effort-importance, and the tension- pressure. To test the effect of the game-based dance education on each sub-factor of students, this study divided total 123 fourth-grade students into two groups, the experimental group and the control group. Then, the game-based dance education was taught to the experimental group for 14 weeks. On the other hand, the general dance education, as in the fourth-grade expression-activity teaching plan, was taught to the control group. The test results show that the game - based dance education affects the inner motivation of students. First, it significantly increases the perceived competence of students. The education through games makes students learn dance and movement easily and interestingly and, hence, students get new perception on dance education. Second, the game-based dance education certainly increases the interest of students and the pleasure of learning dance. Students had been somewhat passive in the class during the early stage of education, but, soon, they participated and enjoyed classes very actively. Third, it significantly affects the effort-importance of students. Students frequently suggested their own ideas during the games, and they tried to invent very creative movements during the class. However, the game-based dance education does not seem to affect the tension-pressure of students. There was no significant difference between the experimental group and the control group.
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