본 연구는 모티프라이팅(Motif Writing)을 활용한 움직임창작교육용 애플리케이션(application)을 개발하고 움직임창작수업에 적용함으로써 그 효용성을 확인하고자 하였다. 또한 사용자 평가를 실시하여 모티프라이팅 애플리케이션의 구조와 기능의 개선점을 찾고 더 나아가 앞으로의 활용방안을 모색하고자 하였다. 이를 통해 누구나 모티프라이팅을 배울 수 있는 환경을 조성하고 움직임창작교육을 위한 스마트 교육(Smart Education)의 가능성을 제시하는데 기여하고자 하였다.
애플리케이션의 설계는 모티프라이팅 움직임창작교육의 선행연구에서 제시된 수업사례들을 참고하였고 주로 교수자의 역할을 보완하면서 학습자가 필요로 하는 정보와 기능을 제공할 수 있도록 구성하였다. 애플리케이션의 구조는 모티프라이팅의 전신(前身)인 라바노테이션의 소프트웨어를 참고하였다. 애플리케이션 개발은 3개월 동안 ‘앱 인벤터(App Inventor)’라는 프로그램을 사용하여 진행하였고 현재는 구글 플레이 스토어(Google play store)를 통해 누구나 설치하여 사용(2019년 6월 기준)가능하다. 애플리케이션의 메뉴는 모티프라이팅 기호의 이름과 의미를 알 수 있는 ‘기호 배우기’, 보표(staff)에 기호를 입력하며 사진촬영이나 그림그리기를 통해 기호를 만들 수 있도록 하는 ‘기호 입력하기’, 기호에 관한 객관식, 주관식 퀴즈를 제공하는 ‘기호 외우기’, 간단한 메모를 저장하고 게시판에 공유할 수 있는 ‘창작하기’와 ‘애플리케이션 사용법’으로 구성된다.
애플리케이션의 특징은 모티프라이팅 기호를 쉽게 배울 수 있고 사용자가 직접 기호를 보표에 입력하거나 제작할 수 있도록 함으로써 사용자에 따라 다른 결과물이 창출되는 반응형 소프트웨어(Software)라는 점이다. 또한 완성된 기호를 공유하거나 영상과 비교하며 볼 수 있고 퀴즈를 통해 학습내용을 확인할 수 있다.
개발된 애플리케이션을 초등학교 3~6학년을 대상으로 7차시 동안 움직임창작수업에 적용하였고 그 결과, 학습자는 애플리케이션을 통해 모티프라이팅 기호를 잘 이해할 수 있었고 메뉴의 사용이 어렵지 않았으며 무용창작에 도움을 주었다고 평가했다. 학습자들이 애플리케이션의 기능에 전반적으로 만족하였고 특히 ‘기호 퀴즈’에 높은 흥미를 보여주었으며, 애플리케이션에 대한 만족도와 앞으로 사용유무를 묻는 항목에서 긍정적인 답변이 도출되었다.
또한 애플리케이션의 평가를 위해 6명의 전문가 집단에서 설문조사를 실시한 결과, 전문가 집단은 모티프라이팅 애플리케이션을 통해 학습자가 움직임 기호를 배우기에 구조적, 기능적으로 적절한 것으로 평가하였다. 가장 유용한 메뉴는 ‘기호 입력하기’이며, 특히 기호를 사진으로 촬영하거나 직접 그릴 수 있는 부분은 학습자의 상상력과 창의력을 자극함으로써 학습자 중심의 교수-학습방법을 자연스럽게 이끌어낸다고 평가했다. 그리고 사진과 동영상을 사용하는 교육방식은 학습자의 흥미를 유발할 수 있고 애플리케이션의 구조가 복잡하지 않기 때문에 움직임창작수업에서 유용하게 사용될 수 있다고 하였다. 또한 사용 대상을 초등학생에 그치지 않고 확장하여 모티프라이팅 움직임창작교육을 실시하는 곳이라면 어디에서나 언제든지 활용될 가능성이 있다고 하였다. 개선할 점으로는 ‘기호 퀴즈’와 같이 학습자의 관심을 일으키게 할 수 있는 메뉴를 더 고안해야 한다고 하였다.
본 연구의 결론으로는 모티프라이팅 애플리케이션을 개발하여 모티프라이팅 기호에 대한 접근성을 높이고 생활 속에서 누구나 쉽게 사용할 수 있는 움직임창작교육용 교구를 제작하였다. 그리고 모티프라이팅 움직임창작교육에서 학습자 중심의 교수-학습방법을 제시함으로써 앞으로의 움직임창작교육을 위한 새로운 가능성을 환기하고, 움직임창작교육에서의 스마트통합교육의 가능성을 제시하였다.
이러한 결론에 따른 제언으로는 기능적 측면에서 모티프라이팅의 개념과 기호의 이름을 단순히 텍스트로만 정의하는 것이 아니라 이미지나 영상과 같은 멀티미디어를 함께 제시한다면 학습자의 상상력을 자극할 수 있다. 내용적 측면에서는 모티프라이팅에 대한 사용자의 이해를 높이기 위해 모티프라이팅의 개념, 유래, 활용사례와 같은 제반의 설명이 추가되어야 하며, 기호를 보표에 입력하고 다시 읽어내는 연습을 위한 내용이 고안된다면 적절할 것으로 제시하였다. 또한 사용자의 흥미를 높이기 위해 ‘퀴즈활동’, ‘모티프라이팅 기호 인지 프로그램’과 같은 놀이적 접근을 시도하는 학습활동에 대한 아이디어가 제시되어야 함과 동시에 주제, 음악, 감정, 사물, 소도구 등을 적용한 다양한 수업계획안모형이 개발된다면 모티프라이팅 애플리케이션의 활용성을 더 높일 수 있을 것으로 제안하였다. 교수-학습자적 측면에서 교수자는 충분한 시간동안 애플리케이션을 사전에 연습하여 기능을 숙달해야 하고 모티프라이팅과 모든 메뉴와의 관계를 이해하며, 혹시 발생할 기계적 문제 상황에 대처할 수 있는 매뉴얼을 제작해야 할 것으로 사료된다.

The purpose of this study is to develop an application for creative movement lesson using Motif Writing. For this purpose, the application was applied to the creative movement class to confirm its effectiveness. In addition, the Expert Group conducted questionnaire evaluation to find improvements in structure and function. The answers to the research questions are as follows.
First, Motif Writing Application guided learner-led learning attitudes in the creative movement lesson, and it was designed to be easy for learners to handle. As a result of the creative movement class, most of the members of the learner group had no difficulty in dealing with the application, and they could easily learn Motif Writing symbols through the application. In the creative movement activity through ''Insert symbol'', inputting the contents that the learner wants to express using the symbols into the staff makes it possible for the learners to organize and express their thoughts sufficiently. The menu of ''Application of quiz'' of the application has interest to learners and has the intention to actively learn symbols. In the evaluation of the Expert Group, it was evaluated that the creative movement lesson through the application was useful in terms of structure and function.
Second, the Motif Writing Application can be used by anyone, regardless of age, person or place. In this study, the subjects of creative movement class were elementary school 3grade ~ 6grade and they were familiar with smart phone use and did not need any guidance on how to use application functions and operation. Based on this point, Motif Writing Application can be used enough for elementary, middle, high school and college students who use smart phone. However, when used in a creative movement lesson, it will be necessary to train basic concepts such as the concept of Motif Writing and how to read staff
Third, Motif Writing Application facilitates ''self learning'' of learners in creative movement lesson. Through the application, you can learn the meaning of Motif Writing Motif Symbol and insert-export the Motif Symbol you want. Not only that, you can also create a new Motif Symbol by drawing or photographing it. Beyond class time, creative movement lessons via smart phone enabled learners to imagine, analyze and think about movements, thereby enhancing the effectiveness of creative movement lessons and leading to learner-led classroom management. In future, it can be used as a means to share opinions in discussion activities such as group presentations.
The conclusions of the research problems and research results are as follows.
First, Motif Writing Application was developed to improve the accessibility of Motif Writing Motif Symbol, and to create a creative movement lesson parish that can be easily used in daily life. Motif Writing Application can be installed and used by any user of Android OS, and the result structure applied to creative movement lesson is relatively simple and easy to use. Users can also easily learn Motif Writing Motif Symbol, input-output, and share it with other users. As a result of the learner group and the Expert Group survey, Motif Writing Application could be used for creative movement lesson and it was evaluated as most appropriate in terms of menu, performance, effectiveness, and suitability. The application of Motif Writing Motif Symbol to an application has not been tried yet. The Motif Writing Application is currently filing a patent application (appendix 22, June 2019).
Second, Motif Writing creative movement lesson recalled new possibilities for future creative movement lesson by presenting learner - centered teaching - learning method. Motif Writing Application was applied to creative movement class. As a result, learners actively participated in quiz activities by learning Motif Symbol. In contrast to the way the class is taught by watching the Motif Symbol card presented by the instructor, the problem is solved by instructing the user to watch the screen of his smart phone and the Motif Symbol is entered into the staff by himself in the creative activity. It was able to induce active participation. Also, after the lesson was completed, the learner was able to review Motif Writing, organize thoughts, and provide an opportunity to imagine the movements. Because of this high utilization, the development of the lesson planning model of the creative movement lesson using the application becomes more active, and more learner-centered teaching-learning method is suggested through the demonstration of the class.
Third, we suggested the possibility of Smart Intergrated Education in creative movement lesson. Visual elements such as Motif Symbol''s images, photographic results, touch-drawing results, and quiz screens will enhance learner''s understanding and stimulate imagination, which will help to improve creativity. In addition, since it is possible to view both the volunteers'' input and the video footage simultaneously, various creative movement activities using multimedia are possible. And because the learner uses the application by himself, he has a proactive attitude to participate in the class and can increase the interest and the efficiency of the lesson. Finally, by using Motif Writing Application, it was easy to share and transmit files among the members and to use the shared bulletin board as a window of communication between the learner and the instructor. From this point of view, it seems that the concept of smart integrated education is one step further from the meaning of art integrated education conducted in the existing Motif Writing motion creative education.
The conclusion is as follows.
First of all, in terms of function, Motif Writing concept should be defined and the name of Motif Symbol should be defined not only by text, but multimedia such as image or image, and stimulate the imagination of Motif Symbol of learners. Then, it is necessary to find a way to allow the user to select the material of motion creation by presenting the content for motion creation by category.
In terms of contents, in order to improve the user ''s understanding of Motif Writing, it is necessary to explain the concept, origins and application examples of Motif Writing. And you need to supplement the Motif Symbol for the practice of typing and reloading the bobs. In order to increase the interest of the user, an idea about the learning activities of the Motif Writing Motif Symbol recognition program should be presented through a playful approach such as ''quiz activity''. In addition, a variety of lesson plans should be produced that incorporate themes, music, emotions, objects, and props.
In terms of the instructor-learner, the instructor must practice the application for a sufficient time to master the function and understand the relationship between Motif Writing and all menus. It is likely that a manual will be needed to deal with mechanical problems that may arise. The learner should be able to understand the concept of Motif Writing and the relationship with creative movement before using the application.
In the future, it is necessary to search for and implement a new instructional planning model using application to activate motivational writing education using Motif Writing Application. Also, the creative movement class plan considering the age, characteristics, and environment of each target should be presented, and sufficient experimental research should be followed by various research groups.
We hope that this study will contribute to the creation of a learner - centered environment for learning Motif Writing in daily life by presenting the possibility of Smart Education for creative movement lesson.