19세기 낭만주의 음악교육에 대한 문화사적 접근

• 영문명: Cultural Approach of Music Education in Romantic Age of 19th Century
• 발행기관: 한독교육학회
• 저자명: 이인화(In Hwa Lee)
• 간행물 정보: 『교육의 이론과 실천』제8권 제1호, 65~87쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.04.30

국문 초록

19세기 음악문화는 현시대의 음악문화와 가장 깊은 관련을 맺고 있는 시기이다. 영국의 산업혁명과 프랑스 대혁명의 여파를 목격하면서 계몽주의의 한계를 잘 인식한 낭만주의자들은 인간과 세계가 다시 정신적 윤리적으로 중세적 총체성을 회복해야 한다고 믿었다. 이러한 낭만주의자들의 정신세계는 문학과 음악 분야에서 두각을 나타내게 되었으며 문학과 음악이 결합된 형태인 가곡ㆍ오페라ㆍ교향시를 중심으로 한 표제음악의 발전을 가져왔다. 낭만주의 시대의 경향은 환상의 세계를 그리는 것이 큰 특징으로 되어있다. 낭만파음악은 공상이나 환상의 세계를 노래했고, 종교적 신비나 신앙의 세계도 음악으로 표현되었다. 낭만주의 시대 이전까지 음악교육은 제도권 밖에서 이루어졌기 때문에 개인교수ㆍ사설학교 등 사적인 방법으로 이루어졌다. 19세기 중반이후 음악교육에 대한 당위성 논쟁이 시작되었고, 그 결과로 독일을 중심으로 음악교육은 점차 제도권 안에 자리를 잡게 된다. 사이버 세계에서 실제의 삶의 형태와 거의 구별이 되지 않는 새로운 삶을 살아가는 환상을 경험하기도 하는 오늘날의 청소년들에게 표현의 자유성과 더불어, 조화적 인간상을 추구했던 낭만주의자들의 교육이상은 음악의 아름다움을 느끼고 일상생활에서 심미적 경험을 하게 해주며 인간 내면의 불안정한 여러 형태들로부터 벗어나 감성을 계발하여 마음을 활짝 펴 주고, 미적 감정을 되찾아 줄 수 있는 “인간성 회복의 교육”의 근원이라고 이해한다.

영문 초록

Nowadays children and adolescents as a subject of education are exposed to harmful, lewd, and violent environments caused by all kinds of indiscreet popular culture, mass media and internet. The number of children and adolescents involved in crimes of violence, murder, and rape is increasing every year. The overcompetition of entrance examination‘s are giving them unmanageable troubles, and social outcasting by groups makes them not to be adapted to their daily life in the school. Serious family troubles and discord resulted from the changing social structure and values prevents them from anticipating and preparing for their future. Besides modern information-oriented society changes so rapidly human thought, value, vocation, and way of life that it makes difficult for adolescents to choose their career in the future and discern whether which information is useful or not. Therefore naturally adolescents who are under uncertain situations pursue a visional or virtual world because it, that is: the cyber world can gives adolescents who escaped from their real life various opportunities for making money and looking for vocation and marrying and changing their social position and transforming their gender and even breeding their pets on the net. As a result, they have fantasy on the net, that are living their new life which is very analogous with modes of their real life. In the fantastic world or cyber space adolescents who estranged from their reality seek to live in strong, beautiful, and ideal life which is essentially different from the real life. Since happiness and success in the fantastic or cyber world are unreal and insecure it makes them more difficult to be adapted and prepare for their uncertain future in the real world. Ultimately they are even more alienated from their gloomy reality. This situation is similar to the industrial revolution period in the Romantic Age. When the general public had lost an essential root of their own life and the distinction between the rich and the poor had became noticeable. Owing to modernization, urbanization, uncertainty, incapable of expecting their future life, increased. Finally this context, on one hand, had caused them to depend upon religions and on the other hand, made great development of arts seeking after fantasy. So then, in the uncertain and insecure times, where is the significance and purpose of musical education? It is only incidental results accompanied with aesthetic education that help adolescents’ intellectual, moral, and physical development which encourage healthy mode of their life and bringing up cooperative spirit as well as patriotism and nationalism. This assist them to form their own perfect personality in future. Its ultimate significance and purpose are to feel beauty of music itself and to recognize aesthetic values through aesthetic education. As the romanticists in the 18th century, with the freedom of expression, had sought an educational ideal, it can be considered that harmonious and perfect personality have an ability to illuminate brilliantly dark gloomy reality. So we must give the beauty of music to children and adolescents living in the 21st century and make them feel aesthetic experiences in daily life. We must not only help them to be free themselves from various restrictions and yokes but also transform their sensibility and shrunk, crooked, hearts by the insecure reality into open heart and harmonious personality. That can encourage them to have a sense of responsibility for reviving humanity that can gift again pleasure to people.

목차

《요약》

Ⅰ. 서론

Ⅱ. 낭만주의 시대의 철학의 일반적 특징

Ⅲ. 낭만주의 교육관과 음악교육

Ⅳ. 19세기 낭만주의 음악교육

Ⅳ. 맺는말

참고문헌

키워드

19세기 낭만주의 음악 교육 환상 19th Centry Rommamtic Music Fantasy Education