다문화 그림책 서사와 교실수업 적용 (The Aesthetic Narrative of Multicultural Picturebooks & Applications in Classro

서상윤

서상윤 박사 (Sahngyoon David Seo)
미국 Michigan State University 교육대학원 석사 및 한남대학교 아동영어학 문학박사 학위를 받고, 현재 대전광역시 중등영어교사로 재직중이며 다문화교육 중앙지원단 및 교육청 다문화교육 정책학교 컨설턴트로 활동 중이다.

Ⅰ. 시대적 필요성 1

Ⅱ. 다문화 그림책 서사 7
1. 그림책 서사 미학 7
2. 다문화 그림책의 미학적 서사 18

Ⅲ. 장면구성미학 45
1. 시간성과 인과성 45
2. 위계성과 매개성 57
3. 시공간성과 상호관계성 67

IV. 인물·시점미학 101
1. 인물창조와 정체성 101
2. 지각·개념·전이적 시점 129
3. 내·외적초점화 146

V. 역동리듬미학 165
1. 시간성과 박동 165
2. 분절과 강약 176
3. 역동성과 생태리듬 190

Ⅵ. 다음 세대에게 215
참고 문헌 219

♬ 책속의 책 코너: 다문화 그림책활용 영어교육의 실제 225
To English Speakers 278

To English Speakers:
The purpose of this book is to explore the aesthetic narrative of both the Caldecott medal and honor books from 1960 to 2020 in the fields of literature and multiculturalism. Through holistic analysis, the following outcomes have been identified.
The narrative characteristics of multicultural picturebooks were analyzed in terms of aesthetic composition, setting, characterization, perspective, rhythm and dynamicity. In aesthetic composition, the narrative of multicultural picturebooks can be explained by temporality-causality and hierarchy-agents. The visual timespace and relations are also significant areas in the aesthetic narrative of setting. The analysis of narrative characterization reveals the sophisticated enchantment through changes of main characters’ identity and mutual connections between the animal & object characters and other characters. In aesthetic perspective, characterization was analyzed according to perceptual, conceptional, transferred viewpoint and external & internal focalization. Aesthetic devices of temporality-beat and fragments-acceleration dramatically shape the rhythm of a picturebook’s narrative. The narrative devices of counterpoint are also closely interconnected with the dynamic rhythm. There are meaningful advantages of looking at the word-picture relationship in multicultural picturebooks in ecological terms to demonstrate iconotext dynamicity and its unique rhythm.
To evaluate multicultural picturebooks, 33 Caldecott medal and honor-list books were thoughtfully examined for their multicultural characters, themes, settings, languages, genders and more. The Caldecott medal and honor books were categorized into five different approaches: the contribution, the additive, the transformation, the decision-making & social action and the mixing & blending approach. These analyses may suggest guidelines on how to use multicultural picturebooks to teach both students with a multicultural and non-multicultural background in a real classroom.
In conclusion, this book was started to investigate how to evaluate the aesthetic narrative in multicultural picturebooks. Through various research sources, it proposes the aesthetic narrative elements of multicultural picturebooks. Three major narrative categorizations and five multicultural approaches can be useful to reflect and evaluate the aesthetic narrative in multicultural picturebooks. In terms of aesthetic composition settings, characterization & perspective and dynamic rhythm, these narrative tools may provide compelling insight to multiculturally-focused readers and educators by overviewing Caldecott medal and honor books from 1960 to 2020.

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급변하는 다문화 교실에서 그림책 활용 다문화 교육을 준비하는 교사!
미래 대한민국의 다문화 교육에 대한 소명과 열정을 품은 교사와 예비교사!
평소 그림책을 좋아하여 학술적인 차원에서 그림책 서사를 연구하고 싶은 연구가!
자녀나 학생들에게 읽어주는 칼데콧 수상 그림책에 숨겨진 내포 서사에 대한 깊은 통찰을 통해 의미 있는 메시지를 전달하고 싶은 분들!