담화분석을 통한 시각중복장애 학생들의 시각예술창작 경험 탐구 - 어려움을 드러내기ʼ의 어려움 * -

Exploring Difficulties of the Visually Impaired with Multiple Disabilities in Revealing Difficulties in the Process of Creating Visual Art

본 연구는 시각장애 특수학교에 다니고 있는 시각중복장애 학생들의 미술수업 경험을 문화기술지와 담화분석의 방법을 통해 연구함으로 미술수업에서 학생들의 실제적 경험과 그 의미에 대해 고찰 하고자 하였다. 연구를 통해 시각중복장애 학생들의 언어사용의 특성과 지각방식의 특징, 시각중복장애 학생들이 겪는 어려움이 무엇인지 발견할 수 있었다. 침묵으로 반응한 시각중복장애 학생들이 미술수업에서 변화하는 계기는 재료와 접촉하는 것을 통해 이루어졌다. ʻ재료와 접촉ʼ한다는 것의 의미는 재료의 물질적 특성을 지각하는 것을 넘어서, 심상을 현실화하기 위한 의지적인 행동임을 알 수 있었으며, 수업 중 나타난 시각중복장애 학생들의 침묵은 부정적인 사인이 아니라, 학생들의 의지의 표명일 수 있으므로 교사들은 학생들의 ʻ 침묵의 언어ʼ를 이해하고 교육적 의미를 깨달아 그에 따른 교육적 실천을 새롭게 시작해야 할 필요성이 있다.

The purpose of this study is to investigate what the visually impaired with multiple disabilities(from now on, the VIMD) could experience in creating visual art at art lesson in a special education school, in order to reveal what kinds of difficulties they could have and, thereby providing the educational implication of challenges. For this, this study collected data from twelve participants ― six 9 th grade high school students of the VIMD and six teachers, incorporating ethnography and discourse analysis as qualitative research methodology. As a result, this study showed three findings. First, the VIMD speak out what they have in mind, trying to deliver meanings, even though it could be shown in an illogical sequence for the non-visually impaired. Second, the VIMD seem to perceive objects, situation, contexts based on the contact surface. So far, the perception of objects done by touching the contact surface was granted for the visually impaired, however, the perception of situation and contexts was not yet studied. Third, the VIMD have difficulties in understanding color, constructing notions of objects and situation not through contact surface, and identifying shape. Accordingly, contacting with various materials for the VIMD should be considered as performing their own positive volition rather than perceiving materialistic traits. As well, their act of keeping silent when they have difficulties in responding to teachersʼ questions should be also interpreted not representing their misunderstanding or incomprehension, but their strategy of responding unreasonable requests from teachers.