통합적 미술 수업이 중학생의 정서와 학교적응에 미치는 효과

The Effects of Integrative Art Instruction on Emotion and School Adjustment in Middle School Students

본 연구는 중학생들에게 통합적 미술 수업 프로그램을 개발, 적용하여 정서와 학교적응 정도에 어떠한 효과가 있는지를 알아보고자 한 것이다. 경기도 S 중학교 남·녀 혼반 학생을 연구대상으로 실험집단과 통제집단으로 구분하고 실험집단에는 정서지원을 위한 통합적 미술 수업 프로그램을 적용하였고 통제집단에는 일반적인 방식으로 수업을 하였다. 측정도구로 신뢰도를 검증 받은 정서표현 및 조절에 관한 설문지와 학교 적응에 관한 설문지를 사용하여 사전 사·후 설문조사를 하였고 두 집단 간의 차이비교를 통해 정서지원을 위한 통합적 미술수업 프로그램의 효과성을 검증하였다. 그 결과 정서표현 및 조절의 하위요인인 일반 정서표현, 친밀감 표현, 긍정적 정서표현, 정서조절과 학교적응의 하위요인인 학교환경에 대한 긍정도, 교우들 간의 친밀감, 교사에 대한 친밀감, 학습에 대한 의욕도가 실험집단이 통제집단보다 높게 나타났다. 결론적으로 정서지원을 위한 통합적 미술 수업 프로그램을 통해 중학생들의 정서표현 및 조절, 학교적응에 긍정적인 변화가 있었음을 알 수 있었다.

This study inspects a case of art instruction in order to examine what effect it has on emotional expression and regulation on school adjustment level by developing and applying the integrative art instruction program to middle school students. Research subjects were divided between the students in a class with a mixture of boys and girls into the experimental group and the control group at “S” middle school in Gyeonggi Province. The control group was instructed with a general method. The experimental group was applied with the integrative art instruction program, centering on the art curriculum for emotional support. A measurement tool was carried out pre and post questionnaire survey by using a questionnaire on emotional expression and regulation, and a questionnaire on school adjustment, which acquired verification of reliability. Effectiveness of the integrative art instruction program centering on art curriculum for emotional support was verified through comparing differences between two groups. As a result, the experimental group was indicated to be higher than the control group in all elements of sub-factors for emotional expression and regulation such as general emotional expression, intimate expression, negative emotional expression, positive emotional expression, and emotional-regulation ability. It was again higher in the additional sub-factors for school adjustment such as positive level on school environment, intimacy among schoolmates, intimacy with teacher, and a desire for learning. In conclusion, it could be known that the integrative art instruction program for emotional support led to a positive change in emotional expression and regulation, and in school adjustment of middle school students.