• Korean Journal of Childcare and Education
• /
• v.13 no.2
• /
• pp.59-80
• /
• 2017

Objective: The purpose of the present study was to find out the development of 4-year-old children's emerging poetry composition process and features of poetic expression through their own forest experiences. This research also aims to explore the possibility of alternative poetry education for early childhood. Methods: This study collected data from one class of four-year olds through classroom observation, interviews with teachers, and the researcher's journal entries on events that occurred during forest walking activities. Results: Research findings showed that it was possible to encourage free expression of metaphors and imagination in children and they were able to share excitement about poetry with their classmates when provided with an alternative environment. One remarkable finding was that children's spontaneous writing and pleasure in poetry did not continue when given the new theme of 'Mom and Dad'. Conclusion/Implications: The results imply that to encourage the development of children's intuitive poetic words we need to be interested in how to organize and highlight the experiences of children. This study also suggests that positive methodological and teleological changes are needed for poetry education that is separate from language education.

• Journal of Korean Classical Literature and Education
• /
• no.15
• /
• pp.329-353
• /
• 2008

Tasan Jeong Yak-yong is great scholar, who makes a synthesis of Sil-hak[實學, Practical Science of Korea], reformer of society, and a poet in the Joseon Dynasty. He expressed contradiction and conflict of those days by intellectual language, and reperceived basic ideology of the Joseon society. Also he theorized dissatisfaction of the people about those days and its system as form of religion. We can divide Tasan's life into two times. The first part is his ages 16~39 in the period of Jeong-jo(1777~1800). The second part is in the period of Sun-jo(1801~1834). In this period, he was exiled into Gang-jin for 17 years. After banishment, he lived a quiet life for the rest of his life in his hometown. His allegoric poetry were written in this second period. The special feature of allegoric poetry is strong satire. An allegory would be that is 'king's ear', which the barber has sight, or the barber's voice, which has divulged king's secret among the bamboos. Otherwise it would be that is the sound 'king's ear is donkey's ear' in the bamboos. This sound is divulging of the true donkey's ear. It doesn't travel to audiences, but travels trough wind in the bamboos. The narration exists just as story that barber can't stand to keep silence about king's secret. There are exposure of true and critical motive as allegoric expression. Tasan's allegoric poetry stand on the basis of his love for the people. Also there reveals his thought deeply with an enormous amount of reading and self-communion. Moreover there are his warm mind with his sharp insight in which captures alive lives as allegoric materials. Most of allegoric poetry satirize actuality of those days to make an excuse for external distinguishing marks of animals and plants. However Tasan's poetry are different from them. After he grasped serious problems from his contemporary actuality, and then choosed allegoric media to express correctly. Because he grasped the special features of lives after minute observation, he could exposure controversial point of the actual. His sharp insight was not limited to allegoric media. He noticed his period and the current of his society sensitively. It made his allegoric poetry as important materials to make us to know the condition of the people in the Joseon Dynasty. Tasan's allegoric poetry is inherited by Baek Seok[白石, 1912~1995] as regular juvenile literature. Baek Seok's juvenile stories are the results of expansion and transition for Tasan's allegoric poetry. Allegoric poetry was the shout of barber to prosecute about social irregularities and contradiction, and the sound of the bamboos to travel moaning of the people in the past. Now allegoric poetry create new emotion to make us to speculate ourselves with our surrounding. This changes are caused by special feature of allegoric poetry as a form to reflect our general lives.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.2 no.1
• /
• pp.211-235
• /
• 1974

A. The principal geographical descriptions compiled by the government during Yi dynasty started from the Shinchan-Paldo-Chiriji(新撰八道地理志) which was compiled by the royal decree in the sixth year (1424) of King Sejong(世宗) and it ended in the Jungbo-Munhonbiko(增補文獻備考) which was published in the second year(1908) of Yunghyi(隆熙). The process of their compilations can be divided into four steps according to the compilatory work's contents of the principal geographical descriptions which were compiled through the Yi dynasty. We can say that the first step (1424-1454) of those works began at the date of the compilation of the Shinchan-Paldochiriji and it ended in the date of the compilation of the "Sejongsilok-Chiriji"(世宗實錄地理志), and during that period the Kyonsangdo-Chiriji(慶尙道地理志) was published. In the second step(1455-1531), were published the Paldochiriji,(八道地理志), Kyongsangdosokchanchiriji(慶尙道續撰地理志), DonggukYojisungnam(東國與地勝覽) and the third step (1532-1769) began at the date of the compilation of the Dongguk-Munhonbiko(東國文獻備考) and it ended in the date of the publication of the Jungbo-Munhonbiko(東國文獻備考), and in that period the Jongjung-Munhonbiko(訂增文獻備考) was published. The works of compilation of the Eubjis in the period of King Kojong(高宗) came within the category of the fourth step. B. Generally speaking, the state geographical descriptions were composed of the regional data of the country which were collected and arranged. In other words, firstly, the Eubjis were compiled in each county, secondly, the Dojis(道誌) were compiled based upon the collections of all the Kunjis(郡誌), lastly, the government collected all the Dojis and compiled them into the state geographical descriptions. The Eubjis in the early days of Yi dynasty were compiled as the data for the compilation of the nation-wide geographical descriptions, but the Eubjis in the age of King Kojong were compiled as the administrative data. C. The main contents of the Eubjis were composed of the descriptions on the geography, history, industry, naval and military affairs, traffics, communication, administration, economy and society, and of the matters on the prose and poetry, persons of loyalty, historic remains, social customs and schools. Consequently, the above-mentioned data will be contributed to the study on the structures of the geography, history, economy, administration, education, naval and military affairs and traffics as well as the study on the literature, social customs and bibliography. Especially, they will be important data for the arrangement of cultural assets of our country. Furthermore, because the traditional study of national literature was centered around the study on the central government ignoring the study on the regional matters, the study of the Eubjis will be worthy of being valued.

• Korean Journal of Child Education & Care
• /
• v.17 no.4
• /
• pp.233-258
• /
• 2017

Although listening to music is the most basic musical experience that is ahead of all the other musical activities, it tends to be neglected due to lack of awareness and difficult teaching methods. This study is to compose integrative music appreciation by reflecting thoughts of children, draw children's attention to listening to music, and let them to discover and create musical concept and structures by themselves, accompanied by related activities through which children can express their thoughts and feelings with children's poem. Considering the peculiarities of three-four year-olds, it may be difficult for them to create poems individually, so we let them to write poems through small group discussion in which they can share their opinions and observe their peers' reaction. We provided a teaching method to teachers who find activities of listening to music and writing poems difficult, then we analyzed the effect. When children finished writing poems in small groups through integrative music appreciation reflecting their thoughts, they placed greater weight on preparing to listen to music at first, but going through the program, they discovered musical concepts and became active in music appreciation. In the related activity, writing poems inspired them to think creatively, listening to their peer's stories. Even children who were not interested in children's poem showed higher participation. Teachers found children's creative words to be interesting, discovering the joy of creation.