본 연구는 시대 변화에 대응하는 발레교육의 발전, 교육내용과 방법의 다양화, 융합형 발레교육자에 대한 요구가 필연적인 시점에서 융합교육의 개념 및 특성을 이해하고, 국내외 융합교육의 현황을 통해 발레에서의 융합교육 필요성을 탐구하여 문영, 서예원(2017)의 융합형 무용교육자 양성을 위한 선행연구를 근거로 융합형 무용교육자 역량 강화를 위해 발레교육프로그램을 개발·제시하였다. 이는 발레에서의 융합교육의 필요성을 인식시키고 융합교육 교수설계에 관한 기초자료로 활용될 수 있다는 점에서 이론적, 응용적 가치를 지닌다.
본 프로그램은 선행연구에서 제시한 융합형 무용교육자의 역량; 융합현상이해, 융합문제해결, 융합태도 이 세 가지를 강화할 수 있는 내용으로 구성하였으며, 각각의 역량을 대표할 수 있는 내용과 연계하여 타당하다고 생각되는 주제를 도출하였다. 융합태도역량의 교육내용으로 ‘창의융합리더쉽’, ‘공유발레’를 주제로 선정하여 본 프로그램을 학습하는 기본 자세를 갖출 수 있도록 프로그램 초반에 구성하였다. 융합현상이해역량에 대한 교육내용으로는 ‘인문예술기술융합’, ‘융합형 공연예술’에 대한 주제로 학습한다. 융합문제해결역량은 ‘테크놀로지와 융합발레콘텐츠’, ‘융합교수학습도구개발’, ‘융합발레교육프로그램 제작 및 실습’으로 주제를 선정하여 학습하도록 하였다. 이상과 같이 개발된 융합형 발레교육프로그램은 추후 전문 무용인 교육기관에 적합한 무용교육프로그램 개발에 기초가 되는 자료로 활용되어 현장성있는 기관 및 단체에서 다양하게 응용, 발전될 수 있기를 기대한다.
본 연구는 시대 변화에 대응하는 발레교육의 발전, 교육내용과 방법의 다양화, 융합형 발레교육자에 대한 요구가 필연적인 시점에서 융합교육의 개념 및 특성을 이해하고, 국내외 융합교육의 현황을 통해 발레에서의 융합교육 필요성을 탐구하여 문영, 서예원(2017)의 융합형 무용교육자 양성을 위한 선행연구를 근거로 융합형 무용교육자 역량 강화를 위해 발레교육프로그램을 개발·제시하였다. 이는 발레에서의 융합교육의 필요성을 인식시키고 융합교육 교수설계에 관한 기초자료로 활용될 수 있다는 점에서 이론적, 응용적 가치를 지닌다.
본 프로그램은 선행연구에서 제시한 융합형 무용교육자의 역량; 융합현상이해, 융합문제해결, 융합태도 이 세 가지를 강화할 수 있는 내용으로 구성하였으며, 각각의 역량을 대표할 수 있는 내용과 연계하여 타당하다고 생각되는 주제를 도출하였다. 융합태도역량의 교육내용으로 ‘창의융합리더쉽’, ‘공유발레’를 주제로 선정하여 본 프로그램을 학습하는 기본 자세를 갖출 수 있도록 프로그램 초반에 구성하였다. 융합현상이해역량에 대한 교육내용으로는 ‘인문예술기술융합’, ‘융합형 공연예술’에 대한 주제로 학습한다. 융합문제해결역량은 ‘테크놀로지와 융합발레콘텐츠’, ‘융합교수학습도구개발’, ‘융합발레교육프로그램 제작 및 실습’으로 주제를 선정하여 학습하도록 하였다. 이상과 같이 개발된 융합형 발레교육프로그램은 추후 전문 무용인 교육기관에 적합한 무용교육프로그램 개발에 기초가 되는 자료로 활용되어 현장성있는 기관 및 단체에서 다양하게 응용, 발전될 수 있기를 기대한다.
This study developed and presented a ballet education program for enhancing the capacities of convergence dance educators based on the preceding study of educational model for fostering convergence dance ducator of Moon and Suh (2017), understanding the concept and characteristics of convergence edu...
This study developed and presented a ballet education program for enhancing the capacities of convergence dance educators based on the preceding study of educational model for fostering convergence dance ducator of Moon and Suh (2017), understanding the concept and characteristics of convergence education and exploring the necessity of convergence education in ballet through the domestic and international status of convergence education, in the age in which the development of ballet education responding to changes with the times, the diversification of the contents and methods of education and the demand for convergence dance educators are inevitable. It is judged that this program has theoretical and applicative values in that it arouses the people to the necessity of convergence education and can be utilized as the baseline data for designing the instructional design of convergence education.
This program was composed of the contents that could enhance three capacities of convergence dance educators presented in the preceding study: convergence phenomenon understanding, convergence problem-solving, and convergence attitude, and the topics judged to be valid in connection with the contents that could represent each capacity were drawn. As for the educational contents of the convergence attitude capacity, ‘creative convergence leadership’ and ‘shared ballet’ were selected as topics, which were included in the beginning of the program so that the learners could have the basic attitude towards the learning of the program. As for the educational contents of the convergence phenomenon understanding capacity, the learners would learn with the topics of ‘humanity/art/technology convergence’ and ‘convergence performing arts.’ For the convergence problem-solving capacity, they would learn by selecting the topics of ‘technology and convergence ballet contents’, ‘the development of convergence teaching-learning tools’ and ‘the production and practice of a convergence ballet education program.’ Hopefully, the convergence ballet education program developed above can be utilized as the baseline data for the development of a dance education program appropriate for educational institutions for professional dancers and applied and developed at the institutions and organizations in the field in various ways in the future.
This study developed and presented a ballet education program for enhancing the capacities of convergence dance educators based on the preceding study of educational model for fostering convergence dance ducator of Moon and Suh (2017), understanding the concept and characteristics of convergence education and exploring the necessity of convergence education in ballet through the domestic and international status of convergence education, in the age in which the development of ballet education responding to changes with the times, the diversification of the contents and methods of education and the demand for convergence dance educators are inevitable. It is judged that this program has theoretical and applicative values in that it arouses the people to the necessity of convergence education and can be utilized as the baseline data for designing the instructional design of convergence education.
This program was composed of the contents that could enhance three capacities of convergence dance educators presented in the preceding study: convergence phenomenon understanding, convergence problem-solving, and convergence attitude, and the topics judged to be valid in connection with the contents that could represent each capacity were drawn. As for the educational contents of the convergence attitude capacity, ‘creative convergence leadership’ and ‘shared ballet’ were selected as topics, which were included in the beginning of the program so that the learners could have the basic attitude towards the learning of the program. As for the educational contents of the convergence phenomenon understanding capacity, the learners would learn with the topics of ‘humanity/art/technology convergence’ and ‘convergence performing arts.’ For the convergence problem-solving capacity, they would learn by selecting the topics of ‘technology and convergence ballet contents’, ‘the development of convergence teaching-learning tools’ and ‘the production and practice of a convergence ballet education program.’ Hopefully, the convergence ballet education program developed above can be utilized as the baseline data for the development of a dance education program appropriate for educational institutions for professional dancers and applied and developed at the institutions and organizations in the field in various ways in the future.
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