창의적 글쓰기를 위한 시조의 활용 방안 고찰

초록

Recently, there is increasing interest in the writing education of college students. This trend may be closely related to the increasing importance of written communication. However, it could also be said that it is reflective of the inadequate writing skills of college students, for the pursuit of academia. Thus, many scholars have suggested various new methods of teaching writing. One such method is to use creative writing, through the composition of sijo. There may be many methods with which to foster creative writing, but I have tried to educate students in developing their writing capabilities using the sijo, towards which a student may feel both friendliness and awkwardness. Writing can be said to be comprised of two thought and the expression of thought using written characters. However, students experience difficulty at both. As far as thought is concerned, they are apprehensive about how the mind should be structured for thought, how the words should be selected, and how they should be organized. In these situations, I have tried to lift the burden from their shoulders and enhance their creativity by using the composition of sijo for the matters of thought and expression suggested above. First, I suggested that they use sijo as the for mof their written thought. Sijo is a rhymed verse with defined structures, soit does not take much time to understand. Since it has the form of three sections and six sentences, the writer can structure his or her thoughts accordingly. Furthermore, if we look at the poet's and the poem's background, we can easily understand how the poet makes up his or her mind, and how he or she converts their thought into characters. Sijo written in the form of dialogue are especially helpful for students to organize their thoughts in relation to two works of sijo. Regarding the creative writing method of using sijo, I suggested the atypical writing technique of parody and the empathetic technique of replacement and conversion. As for parody, I suggested various types of parody, and explained that they can be used for stage by stage writing practices, considering the individual levels of students. As for empathetic writing, it is a kind of projective writing. It makes the writer place themselves in the time when the sijo is set, making them assume that situation. Through this empathetic technique, creativity can be enhanced, while through this over all practice, students can adapt the structures of their sijo into more freeform essays, thus converting tension and convergence into relaxation and expansion. It is regrettable that this method has not been developed into a teaching model that can be applied to all education. However, it is nonetheless implied that a new writing education method can be been suggested, in such a way that classical literature can be helpful in teaching students to write.

키워드