은유의 치유적 특성을 활용한 시 창작 교육 방법 연구

다국어 초록 (Multilingual Abstract)

In the past, the creation of the literature was regarded as unnecessary part, so that once it was dropped from the course of the literature education. However it has got attention since after the ‘7th course of education’ started, along with the increase of the importance of the creativity. However we still have many problems awaiting solution about the creation of literature. Because in the reality, it is not easy to write a literature in the class due to the time restriction, inhibition of students and teachers to write the literature. However in my opinion, the creation of literature is one of the vital processes for not only to understand the literature more completely but also to make students have experience of psychological cure with writing the literature.
Thesedays there are many high school and middle school students who are suffering from the daily psychological scar in their puberty. Usually the mental troubles of the students considered as a slight problem, which is just passing by. However sometimes the problem of puberty affects to student’s whole life by forming the unstable ego.
In this paper, I suggest that the fundamental attribute of the literature, in other words, the healing characteristics of the literature itself can help or cure the students’ mental problem. Also these are very effective for raising student’s interest in the literature if teachers teach this literature's self- healing value to the students. In the end, What I would like to purpose is, the students could find that reading the literature can be a way to release their stress or to solve the psychological problems. In order to do so, understanding and appreciation of the literature is not enough. That is why we need to teach the students how to write a literature. In this paper I would like to focus on the poetry.
I was interested in the poetry other than the prose like a novel, an essay with two reasons. Firstly, it is simply because of the shortage of the length of the piece. Secondly, it is because of the poetry language, comprising of metaphor. The pressure of the length is one of the main reason that we couldn't educate the creation of the literature in the class. It is not easy to finish writing a novel in an hour class. Hence I think writing a poetry can be a good start for teaching the creation of the literature. More importantly, the metaphor in poetry has a key role to cure the mental problems. Metaphor is a 'transference' of two subjects. For example, 'My face is like an apple', It means that 'face' switch into 'an apple' based on the same concept of 'small and beautiful'. Just like this, Metaphor naturally move one concept to another. That means, when we write about our problems in the poetry, the awareness of the problem can be changed into another perspectives. Also our unconsiousness is a kind of synthesized of metaphor itself. When we use metaphor, inevitably it stimulates the unconsiousness. Through this process, in the level of consiousness, we could handle our deepest problem by writing it. To sum up, due to the metaphorical language of the poetry, students can take care of their mental problem.
I had attention related study of this idea, the literature medical treatment. Especially focused on the metaphor treatment called 'PRO Approach'. It stands for 'Problem, Resource, Outcome'. This method is effective that the students can focus on the ‘inner resource’ to solve the private problems not finding a solution from outside. Students will write their poetries with their own problems like relationship, a school record etc. When the students write a poetry, they will think about the problem in their mind and try to find a resource within their ability, probably it will be ‘the transference of the awareness’ for the problem. And then they could finally aim to the outcome of that problem. This process is helpful not only for their mental healing but also for their composition of strophes. In order to assist the students who are not familiar with writing, I will give them a sample poetry, named 'No flowers without shaking' written by Jong hwan Do. This poetry can give the students a good guide how poet reflects their view of life into his/her poetry.
I am going to make an instructional strategies how to write a poetry for 3 classes. At the first class, I will give the students the sample of the poetry of Jong hwan Do. And let the students know the process of how the poet, Jonghwan Do wrote the poetry. When students understand how the view of the poet reflects on the poetry, they divide the poetry into 3 parts(PRO Approach). At the second class, I will give the students time to think about their own mental problems with the same ways of the sample poetry, PRO Approach. Also in order to prepare to write a poem, they have to find out which words or metaphor would be good for their poetry. So I will give them a handout to help the student come up with many words and expressions by brain storming and mind mapping. At the last class, they will write their own poetry based on what they have done with last 2 classes and then they will share their poem with classmates.
I don't think this research isn't enough to teach a poetry writing. Though, I hope students finds out the attraction to write and read a poetry with the benefit of the literature, which means the literature can even cure psychological problems for the people. If the students realize those value of literature, I expect the students will not just forget the literature after they graduate the high school.

목차 (Table of Contents)

• Ⅰ.서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 선행연구 5
• 3. 연구대상 및 방법 17
• Ⅱ.이론적 배경 21
• 1. 시적 상상력과 은유 21
• 2. 시 창작교육과 문학치료 26
• 가. 시 창작 교육 현황 및 필요성 26
• 나. 시 창작 교육과 문학치료학의 만남 가능성 30
• 다. 시 창작 교육의 방향 34
• Ⅲ. 은유의 치유적 특성을 활용한 시 창작 교육 38
• 1. 과정 및 절차 38
• 가. 목적 및 내용 38
• 1) 목적과 필요성 38
• 2) 지도상 유의점 40
• 3) 은유치료의 적용과 시 창작 43
• 나. 적용방법 및 과정 48
• 1) 작품 선정 52
• 2) 시 치료의 치유적 속성을 반영한 시 교육 통합모형 52
• 3) 교수 학습 과정안 59
• 4) 기대효과 66
• Ⅳ.결론 58
• 참고문헌 72
• 활동지1 78
• 활동지2 81