숲 예술 창의 놀이학교의 통합적 미술 프로젝트(명상과 함께하는)

머리말 / 3

Ⅰ. 명상과 함께하는 숲ㆍ예술ㆍ창의 프로젝트 연구
1. 숲 체험의 의의 및 필요성 ·················································11
2. 숲ㆍ예술활동과 창의성 및 창의적 표현 ··································12
3. 숲ㆍ예술 활동과 감성지능 ················································13
4. 프로젝트의 개요 ···························································15
1) 프로젝트의 구성원리 ······················································15
2) 교육목적 및 목표 ·························································16
3) 교육내용 및 교수방법 ····················································17
4) 명상과 함께하는 숲ㆍ예술ㆍ창의 프로젝트 사례 ···························19

Ⅱ. 숲ㆍ예술ㆍ창의 놀이학교 이야기

제1장 숲은 내 친구 ·······························································27
1. 숲의 개념과 가치 ··························································27
2. 숲 체험 놀이 활동의 교육적 의미 ········································28
3. 어린이 숲 놀이 사례 ······················································31

제2장 내 마음의 빛을 찾아 떠나는 여행! "어린이 명상놀이" ················41
1. 명상의 개념 및 교육적 의미 ···············································41
2. 창의성과 창의적 표현력 ···················································44
1) 창의성의 개념 ····························································44
2) 어린이 창의성과 창의적 표현을 향상시킬 수 있는 교수전략 ················46
3. 명상과 어린이 인성 및 창의성 ············································48
4. 교사교육 ···································································50
5. 명상과 연계된 미술활동의 내용 ···········································51
6. 명상활동과 연계된 미술표현활동이 아동의 창의성과 창의적 그림 표현력에 미치는 효과 ·······································60
7. 어린이 명상놀이 프로그램 사례 ···········································62

제3장 나는야! 꼬마 예술가 ······················································97
1. 예술의 개념과 의의 ························································98
2. 놀이와 예술적 표현 ························································99
3. 미술 중점 예술통합놀이의 개념 ··········································100
4. 미술 중점 예술통합놀이의 교육적 시사점 ·······························102
5. 숲속에서 즐기는 예술놀이 ···············································104
1) 숲ㆍ예술 활동과 창의성 및 창의적 표현 ·································104
2) 숲ㆍ예술 활동과 감성지능 ···············································105
3) 숲 체험과 함께한 예술놀이 프로그램 ·····································106
4) 숲ㆍ예술 창의 놀이학교 사례(2018~2019) ·······························115
6. 우리들의 수묵화 프로젝트 이야기(사례1) ································149

제4장 반짝이는 창의성과 인성교육을 위한 미술교육의 통합적 접근 ······175
1. 반짝이는 창의성 ··························································175
1) 창의성의 개념 및 구성요소 ··············································175
2) 창의성과 미술놀이 ······················································177
2. 어린이 인성교육 ··························································179
1) 인성의 개념 및 구성요소 ················································179
2) 어린이의 창의ㆍ인성 발달의 교육적 의미 ································181
3. 창의성과 인성교육을 위한 미술활동의 통합적 접근 ·····················182
1) 통합적 어린이 미술교육의 의미 ··········································182
2) 통합적 미술프로그램 구성 특징 ··········································185
3) 교육과정과 미술의 통합적 접근 ··········································187

◆ 숲ㆍ예술ㆍ창의학교 프로그램 사례 ·····································217
참고문헌 ···································································223

이수경 이화여자대학교 사범대학 과학교육학과를 졸업하고 홍익대학교 대학원 서양화 전공 및 이화여자대학교 대학원 미술교육과 석사, 유아교육학 석사, 서울여자대학교 대학원 아동학과 박사학위를 취득했다.
일본 홋카이도대학교 교육학부 영ㆍ유아 임상심리센터 객원교수, 동국대학교 부속 유치원 원장, 평생교육원장, 한국조형교육학회 회장, 한국유아교육학회 이사, 교육과학기술부 교육과정심의회 위원, 교육과학기술부 제7차 유치원 교육과정 연구위원 등을 역임하였고, 동국대학교 불교문화대학 불교아동보육학과 주임교수, 불교아동교육연구소 소장, 숲ㆍ예술창의연구소 소장을 역임하였고 현재 동국대학교 아동청소년교육학과 명예교수를 맡고 있다.
지은 책으로는 『어린이 인성과 창의성 교육을 위한 숲ㆍ자연 명상놀이』, 『유아를 위한 조형놀이 교육』, 『아동미술교육』, 『창의적인 미술놀이를 위한 유아창작공예 100선』(공저), 『유아수학교육』(공저), 『문화이해를 돕는 미술교육 프로그램』(공저), 『초등미술교육』(공저) 등이 있고, 옮긴 책으로는 『틱낫한 스님의 마음정원 가꾸기』, 『어린이와 함께하는 포커싱 심리치료』 등 다수의 저서 및 어린이 숲 체험과 연계한 명상놀이와 예술통합교육 및 미술교육 관련 100여 편의 논문들이 있다.
어린이들의 숲 체험과 함께하는 명상과 예술놀이를 통해 창의성, 예술감각, 감성지능, 자기조절력 등을 계발하고 자신과 이웃을 더욱 사랑할 수 있도록 돕는 연구와 활동을 계속하고 있으며, 명상과 예술놀이와 함께하는 교사인성교육 프로그램과 부모ㆍ자녀의 행복한 마음 정원 가꾸기 프로젝트 등도 진행하고 있다.