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A Study on the Concept of Creativity and Creativity Class Model Applicable to University Dance Education

  • Journal of Humanities
  • 2023, (90), pp.169-203
  • DOI : 10.31310/HUM.090.06
  • Publisher : Institute for Humanities
  • Research Area : Humanities > Other Humanities
  • Received : July 11, 2023
  • Accepted : July 31, 2023
  • Published : August 31, 2023

김연진 1,  Daeseok Jeon 2

1성균관대학교
2우송대학교

Accredited

ABSTRACT

This article proposes a creativity education model that can be applied to dance education by defining the concept of creativity that can be applied to arts. Modern society emphasizes creativity as a core human competency, but it can be questioned whether the development of a curriculum for creativity in university education can be considered as great as expected. Although discussions on the creativity education model are under way in some university education, it can be questioned whether sufficient discussion has been m ade on w hether i t can be a ppl ied in t he a ctual education fiel d. I t should be seen that dance education conducted at universities in Korea cannot be free from these criticisms. In particular, if a single and uniform educational model and procedure are applied unilaterally to dance education while the environment, characteristics and educational goals of each university are different, the possibility of failing to obtain appropriate educational results will be higher. Therefore, dance education should also consider the environment of each university and seek a practical model that can provide creativity education required by the future society. In order to teach and learn creativity in dance education, a discussion on how to define 'creativity' should be preceded. Creativity is generally classified into 'creativity in a narrow sense, creativity in a broad sense, and creativity as a process' according to the content of thinking. Creativity in the field of arts, including dance, is considered to be included in the narrow creativity based on 'divergent thinking' according to the traditional definition. However, if these old fashioned ideas are blindly followed, problems may arise in creativity class model that can be practically applied to dance education. This is because it is not easy to show the content and form of divergent thinking in detail. Therefore, this article will show that at least the concept of creativity in dance education needs to be further expanded from the existing ones in order to propose a substantial educational model for cultivating creativity in dance education. Next, in order to actually apply the expanded concept of creativity to dance education, based on Root-Bernstein's thinking tools, they will be newly categorized to fit well with dance education, and what core abilities it requires will be explored. Finally, we will propose a practical class model that can be applied to dance education at universities.

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