연극교과 지도 가이드 - 연극수업에서의 교과계획, 교수, 평가 과정 운영 방안

The unique human values which evolve naturally from the kind of study on the theatre arts now are generally recognized as essential to our education for living in this changing world. It is true that in some schools theatre arts course still are centered in extra curricular groups which focus on play production. This type of activity, although better than none, represents only a limited and highly conventional part of a theatre arts course program.<BR> In its curriculum planning, the course design of theatre arts as a curricular subject should begin from the angle of respecting the nature of both education and theatre arts, maximizing human growth in the process of socialization and direct experience by the `here and now.`<BR> The meaning of curriculum has been changed by various viewpoint. Three major definitions can be examplified, considering curriculum as fa course of study,` `all kinds of learning experience by student under school guidance`, `a series of structured product by intended learning.`<BR> Integrated curriculum represents tendency toward the second. Curriculum process, in general, takes four basic factors of objective, subject matter, learning experience and evaluation.<BR> The objectives of theatre/drama teaching can be identified from at least three directions. The first, the long term objective of theatre arts teaching is to help the students to understand themselves and the world they live in. The teacher is trying to set up situation where they can discover why people behave as they do. The second one is to develop and encourage the individual potential creativity of students. The theatrical experience makes the situation of total confrontation! involvement as possible. The third is for students to achieve understanding of the medium of theatre arts. Unlike in professional play production, the goals of theatre/drama in school are not `for` aesthetic experience, but `thought` it.<BR> Lesson planning is a process whose nature is constrained more by its subject-matter content than by the cultural assumptions of the planners.<BR> The learning process is to involve probing and exploring the new information or situation. It is to involve tenative responses in interaction with other people, and to involve a process of negotiation in which broad agreements on meanings and acceptable responses are hammered out. Thus, lesson planning is to be involved all factors related to the lesson.<BR> Theatre/drama teacher is engaged in creating areas of learning for students, but not in instructing them. Also he has to prepare to share the process of learning with students. The success of the lesson depends on the teacher. The teacher makes his students challenge, arouse, interest, and encourage reflection. `Theatre,` in its definition, is a producted process which aims at aesthetic outcome for the audience. To compare with that `drama` is an oriented process which focuses on the self-development for the participants in it, but not for t