음악교육의 본질화를 위한 수업 모형의 개발 방향

• 발행기관: 한국음악교육학회
• 저자명: 이홍수
• 간행물 정보: 『음악교육연구』음악교육연구 제11권 제0호, 1~12쪽, 전체 12쪽
• 주제분류: 예술체육 > 음악학
• 파일형태: PDF
• 발행일자: 1992.12.31

영문 초록

School music programs must be of such quality as to enable every student to develop their aesthetic potential to its highest possible level in developing musical understanding, in gaining sufficient proficiency in singing and in playing instrument, and in establishing the valuation of music. Among those programs, the general music should encompass the development of musical competencies which have broad application to the enrichment of living as one of the most important objectives. Therefore, the objectives of general music programs should include knowledge of musical compositions and styles, acquaintance with musical patterns, and understanding of how music is composed, performed, and interpreted. The objectives should cover such necessary skills in singing and playing instruments and listening as music reading and improvisation. Music program also has to define the standard of musical taste, attitudes toward music and musician: and musical learning. The general music program is conducted in segments, year by year and class by class. Each level and phase of the program rightfully fulfills a unique function in relation to the entire program. Therefore, a well-planned sequence and a natural division of musical activity are a necessity; the instruction must be clearly outlined and yet remain inherently flexible. The principles of general music teaching plan are given below : 1. Musical experiences should selected on the basis of the teaching objectives suggested in the curriculum. 2. Methods of teaching music should be selected in relation to nature of music as an expressive art. Teaching musical techniques, notation, history, or theory outside a musical and expressive context is never justified. 3. Musical experiences should be planned in a natural series and the plan must be divided into relaxed forms of activity. And the structure must be flexible in order to adjust to the different needs and capacities of the students. 4. Singing, Playing, listening, and rhythmic and creative activities should be actually merged into one comprehensive activity to promote over-all musical growth and to provide general experience with a wide variety of music. 5. Students attitudes toward are learned. Those can be achieved by heeding the musical interests of pupils, emphasizing success in music learning, and by doing the best possibe job of teaching musical skills, knowledge, understanding, and appreciation.