학술논문
음악적 창의성을 향상시키는 교수-학습지도안 - 감상으로 도입하는 통합 활동을 중심으로
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- 영문명
- 발행기관
- 한국영재교육학회
- 저자명
- 최정현(Choi Jung Hyun)
- 간행물 정보
- 『영재와 영재교육』제3권 제1호, 85~103쪽, 전체 19쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2004.05.01
5,080원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
이 연구에서는 음악적 창의성의 정의와 사고단계를 살펴보고 교육과정에서의 음악적 창의성의 변천사와 의미도 소고한다. 이러한 의미성에 기반을 두어 교수-학습 활동에서 교육목표 가 실현될 수 있도록 교사적 입장에 중점을 두어 구체적인 방안을 작성하였다. 이러한 방향은 학습자의 음악적 창의성 신장을 위한 기초적 발판이 되기 때문이라고 생각한다.
작성된 지도안은 교과서 제재곡이 아닌 생활음악들이며 기존의 감상지도의 틀을 벗어나 분석을 다양하게 적용하고 통합시키는 방법을 제시하였다. 이것은 교과서 제재곡에 접목시키거나 응용할 수 있는 내용들이 주를 이룬다. 또한 인지적 도제이론의 수업단계를 수용하여 교사의 전문가적 업장과 학습자 주도의 수업방향에 역점을 두고 있다. 지도안의 제재곡은 1) Hot cross burn， 2) Little star， 3) Lagrima， 4) Eumoresque 5) F Major melody， 6) Golliwogg’s cakewalk중심으로 통합하는 음악활동이다. 이상의 연구는 실제 초등학교 교실수업과 교사 모의수업을 기반으로 만들어진 것이나 후속연구에서 다각적인 측면으로 수정과 보완이 이루어져야 할 것이다.
작성된 지도안은 교과서 제재곡이 아닌 생활음악들이며 기존의 감상지도의 틀을 벗어나 분석을 다양하게 적용하고 통합시키는 방법을 제시하였다. 이것은 교과서 제재곡에 접목시키거나 응용할 수 있는 내용들이 주를 이룬다. 또한 인지적 도제이론의 수업단계를 수용하여 교사의 전문가적 업장과 학습자 주도의 수업방향에 역점을 두고 있다. 지도안의 제재곡은 1) Hot cross burn， 2) Little star， 3) Lagrima， 4) Eumoresque 5) F Major melody， 6) Golliwogg’s cakewalk중심으로 통합하는 음악활동이다. 이상의 연구는 실제 초등학교 교실수업과 교사 모의수업을 기반으로 만들어진 것이나 후속연구에서 다각적인 측면으로 수정과 보완이 이루어져야 할 것이다.
영문 초록
This study is focused on teaching and learning plan that builds up musical creativity in which listening to music is introduced as one of a comprehensive musical activity. First, the definition of musical creativity and the stages in musical thinking are examined theoretically. Also, the significance and changes of musical creativity in the course of education are considered. Based on this context and in order to execute the aim of education in the teaching and learning activity, its detailed method was composed of more from a teacher"s viewpoint.
This is due to regarding the enhancement of musical creativity in the teacher being seen as the primary issue before stepping into the teacher-student situation. After such pre-consideration of subject matter, the progress made in the learner"s musical creativity can be anticipated.
Since music is a form of listening art, it stresses much importance in listening, therefore a comprehensive lesson plan that begins with listening itself is presented.
The lesson plan is made up of familiar everyday music rather than the music from the textbook. This is to give an opportunity to feel and experience music from a new perspective by breaking loose from a conventional form and this is regarded significant as such similar method can be applied to the music arranged in the text. Above all by deviating from the existing conventional music listening method, a new method that can diversely adapt and apply musical analysis is also presented.
Furthermore, an appropriate class level is stated as to regard of the degree of difficulty in the musical activity. For the above suggested method, the study level in cognitive apprenticeship theory was practiced to focus on the professionalism of the teacher and the supportive role of learning.
Music from numbers one through six were played for listening :
1) Hot cross bum, 2) Twinkle twinkle little star, 3) Lagrima, 4) Eumoresque, 5) F major melody, 6) Golliwogg"s cakewalk.
To summarize the benefactors obtained from this study are as follows :
1) To comprehend musical creativity theories are presented.
2) Looked into the current seventh music education curriculum which sees creativity and an important aspect.
3) The teaching step in cognitive apprenticeship theory step which is a structured lesson program, is systematically put into practice to strengthen its applicability in schools.
4) The music teachers were provided with a specific lesson plan for a practical application fit for the classroom situation.
5) New teaching methods are presented to the students to acquire integrated fundamental musical conceptions.
Above study was carried out based on music classes in primary schools and mock workshop classes for the teachers however in further studies it needs to be supplemented and amended.
This is due to regarding the enhancement of musical creativity in the teacher being seen as the primary issue before stepping into the teacher-student situation. After such pre-consideration of subject matter, the progress made in the learner"s musical creativity can be anticipated.
Since music is a form of listening art, it stresses much importance in listening, therefore a comprehensive lesson plan that begins with listening itself is presented.
The lesson plan is made up of familiar everyday music rather than the music from the textbook. This is to give an opportunity to feel and experience music from a new perspective by breaking loose from a conventional form and this is regarded significant as such similar method can be applied to the music arranged in the text. Above all by deviating from the existing conventional music listening method, a new method that can diversely adapt and apply musical analysis is also presented.
Furthermore, an appropriate class level is stated as to regard of the degree of difficulty in the musical activity. For the above suggested method, the study level in cognitive apprenticeship theory was practiced to focus on the professionalism of the teacher and the supportive role of learning.
Music from numbers one through six were played for listening :
1) Hot cross bum, 2) Twinkle twinkle little star, 3) Lagrima, 4) Eumoresque, 5) F major melody, 6) Golliwogg"s cakewalk.
To summarize the benefactors obtained from this study are as follows :
1) To comprehend musical creativity theories are presented.
2) Looked into the current seventh music education curriculum which sees creativity and an important aspect.
3) The teaching step in cognitive apprenticeship theory step which is a structured lesson program, is systematically put into practice to strengthen its applicability in schools.
4) The music teachers were provided with a specific lesson plan for a practical application fit for the classroom situation.
5) New teaching methods are presented to the students to acquire integrated fundamental musical conceptions.
Above study was carried out based on music classes in primary schools and mock workshop classes for the teachers however in further studies it needs to be supplemented and amended.
목차
《요약》
Ⅰ. 서론
Ⅱ. 감상 중심의 통합 수업지도안
Ⅲ. 결론
참고문헌
Abstract
Ⅰ. 서론
Ⅱ. 감상 중심의 통합 수업지도안
Ⅲ. 결론
참고문헌
Abstract
키워드
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참고문헌
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