디지털융복합연구 (Journal of Digital Convergence)

  • 제17권9호
  • /
  • Pages.439-450
  • /
  • 2019
  • /
  • 2713-6434(pISSN)
  • /
  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
권호 표지
DOI QR코드

DOI QR Code

무용교육학(Dance Pedagogy)의 학문적 정체성 탐색 : 시계열 관점의 키워드 네트워크 분석을 중심으로

Exploring the Academic Identity of Dance Pedagogy : Using Keyword Network Analysis and Time Series Analysis

  • 김지영 (상명대학교 무용예술학과) ;
  • 홍애령 (상명대학교 글로벌문화예술교육연구소)
  • 투고 : 2019.06.10
  • 심사 : 2019.09.20
  • 발행 : 2019.09.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구의 목적은 실행중심 무용교육의 패러다임에 관한 비판적 접근을 바탕으로 무용교육학의 학문적 정체성을 탐색하는 것이다. 한국의 무용교육은 1955년 교육부에서 고시된 제1차 교육과정 이후 학교무용으로서 65년의 역사를 지니고 있음에도 무용교육학으로서의 학문적 정체성이 견고하지 못하다. 전통적인 무용교육은 실행중심 패러다임에 따라 지나치게 교사중심, 실기기능중심, 연습중심으로 운영되었다. 그러나 최근 학교, 지역사회, 전문 분야에서 무용교육학은 새로운 패러다임 구축을 요구받고 있다. 이에 이 연구는 시계열 관점의 키워드 네트워크 분석을 실시하여 무용교육연구의 각 구간별 주요 내용을 검토하였다. 연구결과, 무용교육연구는 5개의 구간으로 구분되었다. 제1구간(1968~1979)은 체육학을 기반으로 한 무용교육의 실천, 제2구간(1980년~1989년)은 초등교육을 위한 창작 기반의 움직임 교육, 제3구간(1990년~1999년)은 교급별 무용교육과정의 체계화, 제4구간(2000년~2009년)은 문화예술교육 패러다임의 등장, 제5구간(2010년~2019년)은 교육실천과 학제의 다양화가 이루어졌다. 연구결과를 바탕으로 복합학으로서 무용교육학, 학제간 실천 및 연구를 지지할 수 있는 학문적 정체성을 정립할 수 있는 노력이 요청된다.

The purpose of the study was to critically explore the academic identity of dance education as a paradigm of practice-based education. Dance education is recognized as a school dance since the first curriculum was designed, which was announced by the Ministry of Education in 1955. Although Korea's dance education has 65 years of history, its academic identity as a dance education is not very strong. Traditional dance education was teacher-centered, skills-oriented, and exercise-oriented by following the practice-based paradigm. Recently, an initiative was taken to establish a new paradigm for dance education in schools, communities, and professional fields. This study followed the keyword network analysis and reviewed the main contents of each section of dance education research from a time-series perspective. The first section (1968-1979) is a practice of dance education based on physical education; the second section (1980-1989) is a creative-based movement education for primary education; the third section (1990-1999) is a systematization of dance education courses by class; the fourth section (2000-2009) is a paradigm for cultural and artistic education; the fifth section (2010-2019) consisted of various educational practices and institutions. Based on the research results, efforts are requested to establish an academic identity that can support dance education, interdisciplinary practice, and research.

키워드

참고문헌

  1. B. R. Kim. (2008). A study of analysis about present state of Korean graduate dance department curriculum: focus on recognition and satisfaction. Master's thesis. Sungkyunkwan University, Seoul.
  2. J. H. Chae. (2008). Research for specialized education in university dance education curriculums: based on case studies of American dance departments. Master's thesis. Sungkyunkwan University, Seoul.
  3. H. D. Jung. (2018). Research trends of dance: Using key-word network analysis method. Doctoral dissertation. Sejong University, Seoul.
  4. National Research Foundation of Korea(2016). List of the classification of academic research. NRF(Online). https://www.nrf.re.kr
  5. Y. J. Kang & W. J. Kim. (2013). A study on the network analysis through the research trend of dance education in korea. Korean journal of physical education, 52(4), 415-424.
  6. I. S. Kwon. & G. I. Jung. (2016). An analysis on educational dance research trends in korean research journals. The Journal of Learner-Centered Curriculum and Instruction, 16(8), 747-765. https://doi.org/10.22251/jlcci.2016.16.12.747
  7. Y. O. Kim. (2002). An analysis of studies of dance education in Korea. Korean journal of physical education, 41(4), 351-358.
  8. J. Y. Kim, J. E. Yoon, A. R. Hong & S. M. Lee. (2017). Finding the position of school dance: A review in accordance with policy and public law through the stakeholder analysis. Korean journal of Sports Pedagogy, 24(2), 79-100. DOI : 10.21812/kjsp.2017.04.24.2.79
  9. M. J. Jung. (2011). Exploring an alternative direction of university dance curriculum in convergence education. Doctoral dissertation. Sejong University, Seoul.
  10. E. J. Cha & C. H. Kim. (2018). Implementation of inter-departmental collaborative governance support projects under social culture and art education policy: Focused on dance programs. Korean journal of physical education, 57(2), 445-457. DOI :10.23949/kjpe.2018.03.57.2.31
  11. B. M. Kim & J. A. Yoo. (2014). Exploring of research trends and tasks of dance education in korean elementary physical education. The Korean Society of the Elementary Physical Education, 20(3), 137-149.
  12. J. O. Bae. (2014). Analysis on the research trend of dance for disabled people. Journal of Korean Dance, 32(2), 129-148. https://doi.org/10.15726/jkd.2014.32.2.006
  13. E. J. Lee. (1998). A study on the research trend in the dissertations of M.A. and Ph.D. degrees in dancing research: From 1986 to 1995. Master's thesis. Donga University, Busan.
  14. H. K. Lee. (2014). Analysis of the trend of dance therapy research: Focus on domestic doctoral dissertation. The Journal of DSDH, 35, 129-147. https://doi.org/10.26861/sddh.2014.35.129
  15. H. J. Kim. (2015). An analysis on domestic research trends of dance education: Focusing on major journals. Official Journal of Korean Society of Dance Science, 32(1), 181-190. https://doi.org/10.21539/ksds.2015.32.1.181
  16. S. S. Lee. (2012). Network analysis methodology. Seoul: Nonhyung.
  17. M. L. Doerfel & G. A. Barenett. (1999). A semantic network analysis of the international communication. Human Communication Research, 25(4), 589-603. https://doi.org/10.1111/j.1468-2958.1999.tb00463.x
  18. J. U. Yoon & J. H. Park. (2015). Semantic network analysis for content analyzing of qualitative research in adapted physical activity. Korean journal of physical education, 54(5), 877-889.
  19. J. A. Danowski. (1993). Network analysis of message content. Progress in Communication Sciences, 12, 198-221.
  20. C. S. Wagner & L. Leydesdorff. (2005). Net-work Structure, self-organization, and the growth of international collaboration in science. Research Policy, 34(10), 1608-1618. https://doi.org/10.1016/j.respol.2005.08.002
  21. L. C. Freeman. (1979) Centrality in social networks conceptual clarification. Social Networks, 1, 215-239. https://doi.org/10.1016/0378-8733(78)90021-7
  22. B. J. An & I. Y. Choi. (2016). A study on oversea research trend in dance/movement therapy using keywords network analysis. Korean Journal of Sports Science, 25(3), 1053-1062.
  23. J. U. Yoon. (2017). Research trends of adapted physical activity using knowledge network analysis. Adapted Physical Activity Quarterly, 25(1), 121-133.
  24. O. J. Kim. (1978). Problems of school dance education. The Korean Journal of Dance, 1, 29-34.
  25. U. C. Lee. (1978). A Study on the establishment of basic shape for the basic training of korean dance-Focused on the position of arms. The Korean Journal of Dance, 1, 15-27.
  26. K. S. Son. (1982). A study on the necessity of dance education and direction of design of dance course model. The Korean Journal of Dance, 1, 47-56.
  27. W. M. Kim. (1990). A study on the history of modern education and dance. Korean journal of physical education, 29(1), 1097-1113.
  28. J. Y. Kim & A. R. Hong. (2018). A renewed dance pedagogy: ritical issues of practice-based research in dance education. International Sport Science Congress, 2018(10), 275-275.