서사적 글쓰기를 위한 즉흥극 활용 방안 연구 - 5, 6학년 교과서를 중심으로 -

A Study on the Ways to Use Improvisations for Narrative Writing -With the fifth and sixth grade textbooks-

The goal of the Seventh Curriculum in Korean is to “improve the students' creative Korean uses”. With no exception, the area of writing requires them of “improvement with their creative writing”. In particular, it's very important to help them increase the ability to express their narrative experiences in creative narrative writing. Thus this study set out to make active use of improvisations as a means of improving the students' creative narrative writing based on the premise that creative narrative writing should be one of the critical educational goals. Improvisations are used to encourage the students to engage in more interactions around the problems in their daily lives on the stage called school and in creative thinking. The students are supposed to make up actions and lines proper for a situation, thus increasing their flexible thinking. In addition, they are inspired to create characters, events, and backgrounds in a wide range of diversity in the process of improvisations, thus improving their creative narrative writing. In this study, improvisations were introduced and used which had been applied to many different subjects by a few teachers in order to help the students develop their narrative writing. The intent was to provide those teachers who were confused with no specific guidelines to make use of improvisation with some step-by-step plans for using improvisation in narrative writing. Through systematic and diverse improvisation activities, the teachers would be able to stimulate the narrative imagination in the students and help them improve their creative narrative writing. For those purposes, the following tasks were done: First, the concepts of narrative writing were analyzed along with major writing theories. Then the nature of improvisations was introduced. Narrative writing was divided into narration and writing and their individual relations with improvisations were examined in order to test the effectiveness of improvisations for narrative writing. The program to make use of improvisation for narrative writing consisted of five stages, which were ‘preparing for improvisations’, ‘sharing experiences’, ‘making up the plot’, ‘performing improvisations’ and ‘refining improvisations’. They were examined in the process of improvisations and through their techniques. In particular, in the stage of “performing improvisations,” the students were guided to do diverse improvisations according to the adaptation to improvisations as well as performance levels. As for the ‘a case of making use of improvisations for narrative writing’, the roles of the teachers were investigated to provide narrative writing classes using improvisations, which was followed by an introduction of improvisations used for creative narrative writing. Then the narrative writing materials found in the Korean subject in the Seventh Curriculum were identified, and the ways to make use of improvisations in many ways were explored. "A teaching and learning model of narrative writing using improvisations' was constructed and applied. Finally, it was discussed what was the problems, implications and notes observed in the process of improvisation application for narrative writing. The study results are expected to be of help for the teachers on the field. It's not to suggest that improvisations be applied to narrative writing, but to suggest many different ways to maximize the uses of improvisations for narrative writing.