초등미술영재에게 나타나는 통섭적 사고의 특성에 관한 연구

A Study about the characteristics of consilience thinking appear to visual arts gifted children in elementary school

본 연구는 문화예술교육사 교육과정 개정에 따른 교과목의 변화를 맞이하여 문화예본 연구는 미술·과학 융합수업을 받는 6학년 미술영재를 대상으로 본질주의적 질적연구방법에 따른 분석을 실시하여 통섭적 사고에 대한 특성을 밝히는데 목적을 두고있다. 이에 따른 연구문제로 첫째, 선행연구를 통해 통섭의 의미와 통섭적 사고의 특성을 어떻게 설명할 수 있는가, 둘째, 초등학교 미술영재에게 나타나는 통섭적 사고의특성을 어떻게 기술할 수 있는가를 설정하였다. 선행연구를 통해 통섭의 의미는 새로운 의미나 가치를 창출하는 것으로 파악되었으며, 통섭적 사고의 특성은 조화, 은유, 종합지, 공감각 등의 개념과 창의인재유형의 구분에 따른 사고의 특성, 그리고 기존예술·과학 융합형인재의 사고유형을 통해 고찰되었다. 그리고 연구목적에 적합한 두명의 심층연구대상자를 초상화법에 따라 정리한 결과 ‘총체적 접근을 통한 통섭’과 ‘과학적 논리성에 따른 통섭’의 두 가지 특성을 도출할 수 있었다. 이러한 특성은 미술영재가 문제를 해결하는 방식, 환경적 상황을 대하는 태도, 미술을 이해하는 방식이라는세 가지 측면을 통해 파악되었다. 연구에서 밝혀진 통섭적 사고의 특성은 융합형영재교육과정의 운영에 있어 미술영재 개별적 특성에 대한 이해와 그에 맞는 프로그램의적용, 지도에 실질적인 도움을 줄 수 있다고 본다.

The purpose of this study was to reveal and explain the characteristics of their consilience thinking through the analysis according to the participant as ally-essentialist portraiture for visual arts gifted children taking the art-science fusion class. In order to attain the purpose, this study established two main research questions: First, how could the meaning and characteristics of consilience thinking through the leading research explain? Second, how could the characteristics of consilience thinking shown by elementary visual arts gifted children explain? In order to reveal the characteristics of their consilience thinking of visual arts gifted children on the base of these leading researches, after choosing two subjects suitable for research purposes in accordance with the participant as ally-essentialist portraiture and then applying the art-science convergent class program and the in-depth interviews were conducted. The results of the in-depth interview depending on portraits were that the characteristics of the three aspects could be derived from two visual arts gifted children. First, the way to solve the problem, second attitudes toward environmental situation, third the way to understand the art. The results of these portraits analysis were that characteristics of consilience thinking appearing on the lessons of the art-science convergent class was largely divided into two types. Depending on the value pursuit of these two visual arts gifted children, one was ‘consilience through a overall approach’ and the other was ‘consilience according to the logic of scientific’. In case of gifted children 1, the characteristics of the consilience thinking can be explained as follows: ‘thinking flexibility beyond the realistic logic’, ‘uninhibited attitude for environmental conditions’, and ‘understanding of art as the existence value in the whole life’. In case of gifted children 2, the characteristics of the consilience thinking can be explained as follows: ‘thinking Reasonableness to get the expansion of the existing knowledge’, ‘attitude affected by environmental circumstances’ and ‘understanding of art as the possibility of integration between disciplines’. There were five characteristics of consilience thinking of elementary visual arts gifted children. First, there are three aspects - the way to solve the problem, attitudes toward environmental situation, the way to understand the art. Second, it shows a similar pattern like thinking characteristics of existing art-science convergent genius and stylistic distinction depending on the type of characteristic thinking was possible. Third, when making instruction design and application according to the themes, contents and method orienting consilience like art-science convergent program, it can be expressed more actively. Fourth, a wide range awareness and insight in the field of art can provide the basis for having a new view about how to solve the problem and can be a key factor of the characteristics of consilience thinking. Finally, the characteristics of consilience thinking shown by elementary visual arts gifted children is that it should be made by applying and teaching of the appropriate program through the understanding of the individual characteristics because of being stylistic distinction depending on visual arts gifted children rather than being one universality.