시각적 표현능력 신장을 위한 융합인재교육(STEAM) 프로그램 개발

A Study on the Development of STEAM education program for enhance Visual expression ability

시각문화(visual culture)의 시대라 일컬어지는 현재를 살아가는 초등학생들은 시각적 의사소통 능력과 표현능력이 일상적인 그들의 삶 속에서 요구되어지고 있다. 시각적 표현 능력을 기르기 위해서는 미디어의 표현 능력뿐만 아니라 미디어 자체의 과학적 원리와 기계적 특성에 대한 이해도 필요하다. 따라서 본 연구에서는 초등학교 고학년 학생들의 시각적 표현능력을 신장시키기 위해 미술중심의 융합인재교육 프로그램을 도입하였다. 매체의 과학적, 기계적인 특성에 대한 이해를 위하여 사진·영상의 기계적 원리 및 역사와 교육적 가치에 대해 알아본 후 카메라와 영상을 중심 주제로 관련 교과와 단원 분석을 통해 초등학교 6학년을 대상으로 한 총 14차시로 구성된 프로그램을 개발하고 실제 학교 현장에 적용하였다. 참여 학생을 대상으로 프로그램을 실행한 결과, 미디어를 조작하고 활용하여 작품을 만들고 그 이미지를 읽어 낼 수 있는미디어 리터러시(media literacy)능력이 향상되었음을 확인할 수 있었다.

Elementary school students living in the present age, referred to as the age of visual culture, are required to have visual communication skills and expressive ability in their everyday lives. In order to develop visual expression ability, it is necessary to understand not only the expression ability of the media but also the scientific principles and mechanical characteristics of the media itself. Therefore, in this study, art - centered STEAM education program was introduced to enhance the visual expression ability of the elementary school students. In this study, we discuss the relationship between STEAM education and art education directly related to the enhancement of visual expression ability. We will also learn about the mechanical principles, history, and educational value of photographs and images. Then, we analyze the related subject and unit based on camera and image. Then, we developed a program consisting of a total of 14 classes for elementary school sixth graders and actually applied them at school. After applying the program, we conducted and analyzed pre- and post-questionnaire surveys for participating students. As a result of providing a fusion talent education program to enhance the visual expression ability of the elementary school students based on photo and visual language learning, First, it is possible to improve visual expression ability through fusion talent education. Students were able to experience the skills of photo realistic expression that they had not experienced in drawing and making activities through photography and video lessons. Second, students were able to develop both the ability to produce video material through media and the ability to interpret visual images through media. This was possible because STEAM provided a scientific and technical understanding of the media. Third, the photo and video education approach to STEAM education improved students ability of media literacy. students have been able to find exactly what he or she is saying in images and photographs produced by others, express their thoughts and feelings while producing their own photographs and images, and share them with other students.