• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.43-55
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• 2009

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student's environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student's emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.

• 한국콘텐츠학회논문지
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• 제17권4호
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• pp.532-540
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• 2017

본 연구는 스토리텔링을 기반으로 한 '플레이백 씨어터(Playback Theatre)'를 즉흥연극과 비교 분석하면서 특징과 가치를 논하고 있다. 1975년 죠나단 팍스에 의해 창안된 플레이백 씨어터는 대본 없이 관객의 스토리텔링을 바탕으로 구성되는 상호소통적인 즉흥연극 형식이다. 스토리텔링은 상상력과 창의력을 요구하며, 화자와 청자의 공감을 전제로 하고, 타인에 대한 이해와 소통을 중요시한다. 이러한 스토리텔링의 가치를 근거로 즉흥연극과 구술문화의 현장성, 사이코드라마의 교육적 치유적 가치를 오늘날에 맞게 재창조한 연극 형식이다. 플레이백 씨어터는 관객에게 이야기를 나눌 수 있는 기회를 연극형식 속에서 제공하며, 배우들은 관객의 이야기를 듣고, 들은 이야기를 즉흥적으로 연기하여 화자와 관객에게 다시 보여준다. 이러한 의미에서 '플레이백(play-back)'이다. 이 과정에서 개인과 공동체는 교육적 치유적 효과를 경험하게 된다.

• 한국연극학
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• 제40호
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• pp.503-535
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• 2010

'Saiee', which could mean between, intra- and inter-, is a crucial topic in theatre as theatre has tension between actor and audience, reality and illusion, and everyday life and extraordinary life. Especially, it is interesting that the function of 'Saiee' is connected to extension and application of drama and theatre such as educational theatre, dramatherapy and applied drama/theatre. Such works are expected to educational or therapeutic effects, thus concern and support, demand and supply of these works is getting increased. However, it is true that researches on spirit, aesthetic and direction of these works are not sufficient, compared to quantitative increase and diversity. This study will explore Boal's Theatre of the Oppressed(TO from the below), which is key theory and technique of applied drama/theatre field with viewpoint of 'Saiee' theatre to look at spirit, aesthetic and direction of this field. Saiee's energy could observe the object with distance(distance), form the relationship with that object(inter) and create new circumstance through that relationship(intra). And Boal's TO tried to Saiee's theatre by using Saiee's dynamics variously. It bases on the phenomenon of metaxis. Boal's TO believes that drama/theatre is unique nature and ability of human being, that is to say, it is based on Homo Theatrum, human plays and does theatre. Therefore, the participant of Boal's TO is extended to everyone in everyday life. This activity is not only individual work to find his/her identity but also solidarity and possibility to change society which they belong to. It is the dynamics of 'Saiee' to make this possible. Boal's TO thinks that relationship and balance between individuality and sociality is important. The way of conversation in Boal's TO includes questioning, listening and communication. Unfamiliarity or distance of 'Saiee' makes interest in other people and question about them. Questioning through theatre and concern on other beings to search for the answer (this is listening), would be new relationship(and possibility) to extend him/herself. The communication and relationship leads to possibility and ability to create another world. This is the function of 'inter-' and 'intra-' in theatre of 'Saiee'. Lastly, it is various that Boal's TO as 'Saiee' theatre uses the dynamics of 'Saiee'. The diversity of technique comes from the application to humans in every moment and every time. To apply 'Saiee's aesthetic actively, concern and research on people 'now and here' should be proceed.

• 공연문화연구
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• 제36호
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• pp.649-691
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• 2018

연극의 교육성에 관한 현장과 학계의 관심은 나날이 높아져 가고 있다. 연극의 교육성에 대한 논의가 시작된 시점인 1990년대 중 후반부터 현재까지 매년 관련 연구논문의 수는 증가하고 있고 점차 다양화된 주제와 형태를 가진 연구들을 발견할 수 있게 되었다. 이런 배경을 바탕으로 그간 연극의 교육성 관련 연구사를 정리하는 것은 그 동안의 성과를 되돌아보고 향후 발전 방향을 제시하는데 의미를 가질 수 있다. 이에 본고는 1990년대부터 2017년 4월까지 KCI 등재지를 통해 소개된 연극의 교육성 관련 연구 동향을 계량적으로 분석하였다. 또한 연구자와 현장 전문가의 혼란을 해소하기 위해 특별히 한국에서 생산되어 널리 쓰이고 있는 연극교육, 교육연극, 연극놀이라는 용어를 정리하였다. 각 년대별 연구대상연령, 연구형태, 연구주제와 발표 수를 살펴보며 도입기, 팽창기, 정착기로 명명할 수 있었고 전체적으로 국내 관련 연구는 실용적, 융합적, 현장적 성향을 가지며 지금까지는 초등교육 중심으로 이루어졌다는 것을 확인할 수 있었다. 시대적 요구와 맞물려 실용적, 융합적, 현장적 연구 성향은 강화될 것으로 예상된다. 향후 연구 발전을 위해 무엇보다 시급한 것은 이 분야가 높은 연극과 교육적 식견을 요구하는 전문 분야라는 인식의 확산이다. 관련 연구를 진행하기 위해서는 연극과 교육적인 전문성을 필수적으로 갖추어야 하고 부족하다면 관련 전문가와 협업하거나 감수를 의뢰하는 등의 보완책이 반드시 필요하다. 또한 좀 더 세분화된 전문 분야 개척이 이루어져야 할 것으로 보인다.

• 한국연극학
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• 제40호
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• pp.451-502
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• 2010

The thesis is to look for the method of applying process drama for bilingual education in multicultural society. This purpose can be resolved in three steps: first, to understand the purposes and functions of education changing to multicultural society; second, to survey the need of bilingual education conformed to its purposes and functions; last, to understand the theoretical background of process drama and seek the method of utilizing it to bilingual education. Recently, the Korean society is also changing to multicultural society with international marriages and immigrant workers. But they have difficulties in communicating in Korean, and their children have even the same. Under the basis of multiculturalism wanting peace and mutual respect between cultural groups, they have to be educated in equality. This is why the bilingual education is needed in our society. Process drama, a widely used term for educational drama in Britain, claims its effectiveness for L1, L2 and bilingual education, for the principal medium in drama is language and what drama delivers is related to meaningful human experiences. It is also supported on script theory of linguistic therapy. Kase-Polisini classifies the developmental process of education drama into 1) planning, 2) playing and 3) evaluation. This process can be applied to educational drama for language as well. Rather, educational drama applying to bilingual education has even more availability with the varieties of group organization and subject matter. Conclusively speaking, the group of dual language schools can be organized into 1) mother-tongued group, 2) mother-tongued and L2 group, 3) multilingual group, or 4) L3 group in educational drama activity, as the class generally consist of the mixed multilingual children. And the subject matter can deal with 1) the Korean society and culture, 2) the society and culture of the purposed language country, or 3) the society and culture of the third nations.

• 한국노년학
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• 제40권2호
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• pp.359-377
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• 2020

본 연구의 목적은 문화지원 측면의 노인복지에 속하는 노인연극 프로그램의 한 사례를 분석하여 노인연극의 지향점을 고찰하는 데 있다. 이를 위해 충남 당진시 할머니들로 구성된 '회춘유랑단'의 활동 사례를 조사하고, 그 공연 내용을 분석하였다. 연구 방법은 사례 연구와 연행 이론을 사용하였으며, 동료 검토법(peer examination)의 전략을 사용하여 연구의 타당도를 높였다. 연구 결과, 노인연극 프로그램을 통해 할머니들은 첫째, 어린이와 청소년들과의 소통을 지향했고, 둘째, 몸이 불편한 다른 노인들과 소통하기를 원했으며, 셋째, 청년이나 중년은 물론 모든 주민과 소통하길 바랐고, 넷째, 연극이라는 새로운 장르를 체험하여 자신의 정체성을 확인하고 성취감을 높이면서 노년을 즐겁고 유익하게 보냈다는 것을 알 수 있었다. 이런 연구 결과를 바탕으로 아래와 같은 제언을 하였다. 첫째, '회춘유랑단'을 밴치마킹한 노인연극 프로그램을 확대해야 한다. 둘째, 노인연극에 관한 다양한 사례를 연구하고, 이런 노인연극을 지원하는 정책 연구도 필요하며, 노인연극 전문가를 양성하는 교육 과정도 개발해야 한다. 셋째, 노인연극 프로그램이 지역적인 한계를 벗어나 국내와 국외의 단체들과 교류하는 방안도 모색해야 한다. 넷째, 연극치료 분야에서도 새로운 길을 모색할 여지가 있고, 소시오드라마나 사이코드라마 프로그램 개발이 대안이 될 수 있다.

• 가정과삶의질연구
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• 제21권2호
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• pp.39-48
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• 2003

The purpose of this study was to examine the impacts of educational theater on 5-years-old children, and more specifically, to find out whether the effects of the theater on children's peer acceptance and self-esteem are different by peer social statuses, that are, popular, average, and neglected/rejected Fifty seven children participated in this study and were evaluated with the Sociometric Test (Coie & Dodge, 1983). The experimental subgroup (N=28) participated in the programmed educational theater for 9 sessions. The dependent variables were measured by the peer acceptance items of Sociometric Test as well as the Self-Perception Profile based on SPPC (Halter, 1985), and the same tests were administered twice, before and after the experiment. Covariance analyses showed significant differences between experimental and control groups, for the children in the neglected/rejected category, in peer acceptance and social acceptance dimension of self-esteem. Global self-worth among children of popular and average categories, and total self-esteem among children of average category were also improved by the theater program. These results imply that educational theater programs can be used effectively to promote young children's social adjustment.

• 한국엔터테인먼트산업학회논문지
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• 제15권1호
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• pp.27-38
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• 2021

팬데믹으로 인한 사회적 거리 두기 시작으로 비접촉 사회를 형성하였다. 접촉을 제한하는 언 콘택트 시대가 도달함으로써 우리 사회 및 경제생활뿐 아니라 교육 활동에도 지대한 영향을 미치고 있다. 이 같은 감염병 사태에 대응하여 대학을 비롯한 모든 교육 기관들은 비대면 온라인 수업을 시행하였다. 특히, 예체능을 비롯한 실무 형태 위주의 학과 수업들은 비대면으로 인한 제한된 환경으로 많은 어려움을 겪고 있다. 가창 수업은 주로 1:1 대면 개인지도 또는 단체 수업 방법에서 비접촉 시대로 시행된 비대면 수업 전환으로 과도기를 경험하고 있다. 전통적인 교육 방식에 머물러 있던 국내 학교 현장에서 코로나 19 이후 비접촉 시대를 맞이하여 기술을 혁신하는 에듀테크가 본격화 할 것으로 전망되는 가운데 가속화된 교육 혁신에 대비하여 비대면 실기 수업이 나아갈 방향에 대해 살펴볼 필요가 있다. 본 연구는 언택트 가창 수업 방법연구를 위해 먼저 비접촉 사회로 인한 국내 대학 현황과 가창 수업 형태를 살펴본다. 그 사례 연구로 가창 수업 방법을 제시하고 그 수업을 수강한 학생들과 교수들의 설문 조사와 인터뷰를 진행하였다. 그와 더불어 비대면 가창 수업의 장단점을 조사하고, 만족하는 수업 방법의 연구결과로 '가창 녹화 모니터링 및 선행학습', '즉각적인 영상자료 보컬 분석 및 보충 음악 이론'이 두 가지 구성요소를 도출할 수 있었다. 시대적 변화와 함께 효과적인 비접촉 가창 수업을 위해서는 비대면 가창 수업의 문제점들을 보완하고, 새로운 비접촉 가창 수업 방법에 관한 지속적인 연구와 시스템 구축이 더욱 마련되어야 한다.

• International journal of advanced smart convergence
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• 제11권2호
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• pp.135-141
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• 2022

This thesis examines a significant way to enhancing and improving the term/phenomenon of performer training system in contemporary Korean theatre. To articulate the matters, this research engages in discussing and criticizing those problematic issues that we, as an instructor/trainer, have faced with through the last decades in the field of performer training and education. Specifically, we concern with the necessity of an applicable and appropriate educational/training system where each student-actor would discover his/her own adaptability by evaluating what a specific method and approach is. This atmosphere accurately provided by an instructor/trainer can also facilitate and enhance the young students' potential possibilities and/or talent, that is, as we argue a way to accomplish each performer's true nature. To achieve the goals, we underlie the necessity of establishing and/or settling performer training program/course by means of an alternative path. The research finding shows that within the atmosphere each student could share then interrogate what a possible or ideal way is according to his/her comprehensive understandings with clearer purpose: what kind of performers would you produce, train, and/or educate.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권2호
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.