현대 사회에서는 이미 존재하고 있는 지식을 수동적으로 전달받는 것을 넘어 능동적으로 지식을 구성하고 그것을 타인과 공유, 협업할 수 있는 능력이 필요하다. 특히나 초등학교에서 아동들의 사회적 관계망이 넓혀지는 만큼 이 시기에 건전한 사회성을 갖는 것은 매우 중요하다. 흙을 주재료로 하여 이루어지는 도예와 물건을 사고파는 것을 넘어 공동의 연대를 키울 수 있는 바자회, 그리고 타인과 관계를 형성 해나가는 사회성은 서로 긴밀한 관계가 있음에도 불구하고 이전까지는 이 세 가지의 요소를 주제로 하여 진행된 사례가 없었다. 따라서 본 연구는 도예교육과 바자회 프로그램을 통하여 사회성을 함양시킬 수 있는 지도 방안을 제안하고자 한다. 프로젝트 학습모형을 토대로 도예교육과 바자회 프로그램을 개발하였으며 이를 초등학교 고학년 대상으로 적용하여 사회성 함양 효과를 검증하였다. 적용 결과 도예교육과 바자회 프로그램이 자주성, 의사소통능력, 배려·협력 등 학습자의 사회성에 긍정적인 영향을 끼쳤다는 것을 확인할 수 있었다.
There have been no previous cases of research on three factors, despite their close relationships, such as pottery based on clay, bazaar where people can develop common solidarity beyond buying and selling goods, and sociability that form relationships with others. Therefore, this study studied the guidance methods for developing sociability through pottery education and bazaar programs. This study defined ‘sociability' as ‘the ability to form relationships through communication with others through self-regulation, consideration, and cooperation' and composed the factors of ‘self-reliance', ‘communication ability', and ‘consideration and cooperation'. Based on this, a total of 19 classes of pottery education and bazaar program were designed for sixth graders in elementary school was held over six months. Implementation research through qualitative research was established as a research method, and various aspects of data, such as class observation, research diary, interview, student work, were collected and the results were analyzed from various angles according to the triangular verification method. The results of the analysis of the data collected through the implementation of this study are summarized as follows. First, the self-reliance of learners was improved. Especially, Self-understanding and self-expression skills improved, and learners were able to discover and understand their various aspects through the activities of presenting self-portraits. In addition, learners' self-directed and voluntary participation skills have been improved. Learners were interested in bazaar activities, by selling their own works and participated in art activities in an active and spontaneous manner. Second, learners' communication ability have improved. In the process of producing pottery works, learners had to constantly coordinate their opinions with the group and make decisions. It has been observed that this allows them to accept different opinions and interact with others. The social interaction ability in bazaar activities has also improved. The student interview revealed that the learners felt a great sense of accomplishment in making decisions and solving problems through consultation with departmental members at the bazaar. Third, the ability to consider and cooperate with each other was enhanced through pottery education and bazaar programs. In pottery activities, learners participated with the attitude of giving and receiving help while producing a collaboration with the group. Furthermore, in the bazaar activities, each department took an attitude of caring and cooperating with each other to reach a common goal, and the sense of pride and achievement after the activities served as a catalyst for further improving the cooperative attitude of learners. Now we need a practical education that lives in learners’ lives. In this sense, art activities that foster the sociability of living together through pottery education and bazaar, are deeply related to the life of learners, are of great significance in terms of art education.
There have been no previous cases of research on three factors, despite their close relationships, such as pottery based on clay, bazaar where people can develop common solidarity beyond buying and selling goods, and sociability that form relationships with others. Therefore, this study studied the guidance methods for developing sociability through pottery education and bazaar programs. This study defined ‘sociability' as ‘the ability to form relationships through communication with others through self-regulation, consideration, and cooperation' and composed the factors of ‘self-reliance', ‘communication ability', and ‘consideration and cooperation'. Based on this, a total of 19 classes of pottery education and bazaar program were designed for sixth graders in elementary school was held over six months. Implementation research through qualitative research was established as a research method, and various aspects of data, such as class observation, research diary, interview, student work, were collected and the results were analyzed from various angles according to the triangular verification method. The results of the analysis of the data collected through the implementation of this study are summarized as follows. First, the self-reliance of learners was improved. Especially, Self-understanding and self-expression skills improved, and learners were able to discover and understand their various aspects through the activities of presenting self-portraits. In addition, learners' self-directed and voluntary participation skills have been improved. Learners were interested in bazaar activities, by selling their own works and participated in art activities in an active and spontaneous manner. Second, learners' communication ability have improved. In the process of producing pottery works, learners had to constantly coordinate their opinions with the group and make decisions. It has been observed that this allows them to accept different opinions and interact with others. The social interaction ability in bazaar activities has also improved. The student interview revealed that the learners felt a great sense of accomplishment in making decisions and solving problems through consultation with departmental members at the bazaar. Third, the ability to consider and cooperate with each other was enhanced through pottery education and bazaar programs. In pottery activities, learners participated with the attitude of giving and receiving help while producing a collaboration with the group. Furthermore, in the bazaar activities, each department took an attitude of caring and cooperating with each other to reach a common goal, and the sense of pride and achievement after the activities served as a catalyst for further improving the cooperative attitude of learners. Now we need a practical education that lives in learners’ lives. In this sense, art activities that foster the sociability of living together through pottery education and bazaar, are deeply related to the life of learners, are of great significance in terms of art education.
