정보 중심 텍스트를 기반으로 한 초등영어-미술 통합 수업에 대한 연구

The purpose of this study is to explore the aspects of implementing English-art integrated lessons based on informational literary texts focusing on the development of children’s English ability and their artistic experiences in a primary EFL setting. Two research questions were proposed: 1) What types of English experiences will students get through English-art integrated lessons using informational texts? 2) How do students extend their artistic experiences when art becomes the tool for English learning? To find the answers to these questions, data was collected from various sources and then analyzed. The first finding demonstrated four types of English learning in the participating students: First, students had a real purpose for using English while they were describing the art work they created. Second, the support provided by the teacher during the class facilitated classroom talk and it became a source for students’ writing. Third, students used art information and illustrations from the text as a means to understand the target information. Fourth, the study highlighted the process of learning a new language through a student’s growth. The second finding showed that students extended their artistic experiences through English-art integrated lessons: First, students in the study developed their own creative art works by imitating the great artists’ techniques. Second, students understood the artists personally through texts, which made them sympathize with the artists and became curious about their lives and masterpieces. Third, students’ knowledge about art improved which helped them to broaden their perspectives on general arts. Based on these results, suggestions for further studies are provided.