시(詩)치료 방법을 활용한 시교육 방안 연구

A Study on Poetry Education Using Poetry Therapy : With a focus on emotional expressions

The purpose of this study was to devise methods of poetry education(build a model of poetry education) by using the methods of poetry therapy to help activate children's emotional expressions. Today poetry education fails to achieve the original goals of literature being used as a means for other purposes. And the response-based lecture model suggested in the teachers' manuals for the Korean subject in the Seventh Curriculum is not proper for poetry classes having a focus on the reading process. Recognizing those problems, the investigator set out to make a teaching and learning model to be applied to poetry education by adopting the methods of poetry therapy among the various kinds of literature therapy. It's most important to help the students enjoy poetry in elementary poetry education. In the study, emotional expressions refer to children's expressing what they see, hear, feel, think and experience in their lives through words and writings. Understanding, appreciating and creating poems make up a process of expressing emotions outwards. In order to enjoy poetry, one should be able to express his or her emotions freely on the root of his or her life. Thus I thought emotional expressions should be activated in order to attain the original goals of poetry education. Chapter II discussed the relations between emotional expressions and poetry therapy based on the goals and methods of poetry therapy. Chapter III reviewed the meaning of emotional expressions in literature education[poetry education], poetry therapy, and poetry education. There were more commonalities than differences between poetry therapy and poetry education. In poetry therapy, they use the role of poetry as a 'catalyst' to inspire an individual's memories and emotions. In the study, I used it as a means to activate emotional expressions. The teaching and learning model using the methods of poetry therapy consisted of four stages of identification(meditation and citation), expression(words and writings), insight, and application based on the five stages of ICOIA used in reading therapy. In the stage of identification, I used the receptive element to induce reactions after presenting poems among the various kinds of poetry therapy. In the stage of expression, I used the expressive element to have catharsis by recognizing and expressing one's specific feelings by writing a poem. And Chapter IV discussed the actual lectures applied to a group of elementary school students with the devised teaching and learning model and the selected works. I examined the results of lectures according to the old response-based learning model in the diagnosis stage and those of lectures according to the poetry therapy-based teaching and learning model devised in the teaching and learning stage. As a result, the latter model was more effective in activating the emotions of the individual students, who took active part in appreciating and creating poems based on the stories of their lives. The results indicate that the newly devised poetry therapy-based teaching and learning model was helpful in activating the students' emotional expressions. The significance of the study can be found in that it applied to the methods of poetry therapy to poetry education by focusing on the original goals of poetry education, developed concrete methods and lecture models to help activate emotional expressions by using poems, and devised a teaching and learning model to embrace both appreciation(reception) and creation(expression). Furthermore, it also claims huge educational significance in that it helped the students express their stories including what they saw, felt, heard, thought and experienced in their lives in a truthful manner through poetry by distinguishing nursery rhymes and children's verse.