연극교육에 있어 교과계획, 교수법 및 평가 과정에 대한 교육론적 고찰

Since early 1900` s, the ideas of making use of drama/theatre as a teaching medium has been spreaded, and tried out in school and for some special social education. The result is to conform its positive and efficient function as educational media Then the circular processes of education are consisted of the three steps of curriculum planning, pedagogy and evaluation, and it is needed that the threes one another preserve coherent characters in educational level.<BR> The curriculum planning models can be classified into two categories, central planning and openness. The former is the widely used and accepted model which is characterized by an essential reliance on `cold`, objective analysis of objective needs and strategies. Also presents the characteristics divorcing from the reality of the learning, process which regarded as essentially exploratory, responsive and social. The planning of teaching should be based not so much on an often diversive discussion of `aims`, but on the use of the more pragmatic device of viewing classroom action in terms of specific teacher intention in relation to observed practice. This kinds of planning, so called openness, would contain whin it a consideration of both instructional and expressive objectives.<BR> It is concerned with helping theatre teachers in school increase their effectiveness in teaching. In any consideration of teaching we must not only discuss `the what` but also `the how` of teaching. Teachers who wish to improve their practice consider the practical problem in an education system which encourages the teaching style of `learning by student` but positively discourages `learning by teachers`, and a number of `discovery-based` teaching models.<BR> Evaluation can be classified into two areas of evaluation and assessment. Evaluation is employed in looking at work in the expressive frame. It is summative, objective, instructional, behavioral and prescriptive. In the area of evaluation a numerical value can be given. On the other hand, assessment is used to look at the quality of drama /theatre work in the meaning frame. The criteria for assessment is descriptive, invitational and evocative.<BR> Evaluation contains the implications of `a danger that students will only be exposed to that kind of drama/theatre work which the teacher knows well and can construct criteria`, `impling a pre-arranged by teacher and narrowly defined curriculum of drama work`, impling a sense of finish or no more spontaneous development. Also summative evaluation looks only at the surface, and encourages teachers to ignore the dynamic power of group.<BR> Assessment is formative, that is, cumulative and on-going. It therefore is required that teacher has to make time to maintain an assessment journal in which he notes student progress, his diagnosis of student problems, and an assessment of his own work.