도식성의 창작교육적 의미 - 이른바 '판타지' 소설을 중심으로

Abstract

his study was designed to restudy the significance of schematism which has been negatively considered and research what schematism contributed to the plan of creative education through consideration of active creation phenomenon, so called ‘Fantasy’. The schematism was commonly associated with ‘triteness’ so that it has been recognized as an opposite concept to the originality which creation implies. However, it could be very functional to create something in respect that the schematism or formula of expression is easy to follow and liberates learners from an imperative conception “creative” so that it stimulates learners's desire for creation. ‘Fantasy’ which this study implies is a group of fantastic story which was actively created on the basis of the Internet and published in large quantities from late 90's. The above-mentioned ‘Fantasy’ was considered as the unique genre in Korea which was combined an itemized factor of fantasy with schematism of the chivalrous story, rather than it was influenced by the fantastic literature or a Tolkien's fantasy literature. This schematism was the motive force that fantasy readers read works as well as they created ‘Fantasy’ by themselves. Structural schematism and items of ‘Fantasy’ was combined with an ease of edition of electronic writing so that it provided the subject of creation with an easy form of creation, substitution and replacement. In addition, fantasy, one of factors characterized ‘Fantasy’ attracts people by satisfying their desire to surmount realistic limitation. We could understand that the changes of subject environment functioned as a crucial factor in the other side of coinThe serial phenomenon related with ‘Fantasy’ was considered as the clearest evidence what is a motive force enabled to move forward from reading to creating. If the most significant thing in the creation teaching is the text activity during course works, not the text as a consequences, the prior issue is on the answer to ‘how we induce learners toward that experience'-‘how to stir up the text activity’. In conclusion, the study on schematism of ‘Fantasy’ enabled hypothesis that the genre contains what stimulate and support readers' desire for creation in itself. Furthermore, it could contribute to planning teaching creation by suggesting methodological elements which could lead learners to create something.