유아 음악 교수법의 실제

• 발행기관: 한국음악교육학회
• 저자명: 안재신
• 간행물 정보: 『음악교육연구』음악교육연구 제15권 제0호, 53~104쪽, 전체 52쪽
• 주제분류: 예술체육 > 음악학
• 파일형태: PDF
• 발행일자: 1996.01.31

영문 초록

Early childhood music education in Korea is still remaining in the primitive stage in terms of its contents and methods in spite of its 80 years long practice. Old fashioned music education methods of singing and physical expressions are prevailing in the most of kindergartens, instead of encouraging self-motivated creative expressions by children. This study is, therefore, an effort to present early childhood music education methods suitable to musical characteristics of children so as for them to achieve its goal effectively. From the results the following were found : 1. Early childhood music educators in the world insist that musical experiences in childhood is very important, and therefore, it is necessary for children to have suitable musical experiences in various ways for their musical growth. 2. Children have musical instinct to make sounds from their contactable objects, react sensitively to musical environmental change and interest to new anal unusual sounds. They like to singing, humming and moving their bodies to music. 3. Children have interests in where sounds coming, how sounds making, and also they like to touch objects and make sounds by themselves. Their interests of sounds making naturally develop into making sound by instruments in their own manner. 4. The practical music teaching methods with regard to above mentioned characteristics are as follows : ① For singing, we recommended「teaching method through audiation」which is teaching melody and rhythm to be acquainted before teaching relics. And also suggested「teaching method for understanding duration」which is teaching concepts of various tones-short, long and derivable. ② For teaching of music instruments, we introduced to teach how to play an instrument first and then play ensemible of tamberlin and triangle in accordance with children`s development stage. It is more effective to start with movements reacted by musical instrument to two or more ones in ensemble. ③ In listening music education, we suggested to play with passing ball and then play musical instrument while listening music. Playing instruments along with listening is more effective than listening music without any action. ④ In composition, we tried to teach rhythm making and melody making with rhythm card and by melody change. It is recommendable to start from short and simple rhythm or melody to more long and complete ones. ⑤ In physical expression, we introduced to immitate airplane, bicycle and「seed play」so as to understand pitch, timbre and rhythm through their body movement. ⑥ In traditional music, we presented 3 methods ; physical expression to its rhythm, in- strument play and signing traditional song with traditional music instruments. The 5th Reformation of Early Childhood Music Education recommends to teach various musical experiences such as composition, singing, playing rhythm instruments, dramatic expressions, listening, dancing, traditional music, etc. in accordance with early childhood characteristics. Various teaching methods should be developed to teach them musical feeling and concept so as to create aesthetic expressions. Composition and listening should be emphasized to enhance their creativities and imaginations along with singing and playing instruments. Physical expressions and traditional music should also be added motivated by children. It is general trend in the world that physical movement is emphasized in the music class. Children in the music class should be more active and dynamic as in the dance class or in the gymnasium. Encourage children play with ball or scarf naturally and spontaneously while singing or listening music. Make them move more freely in the wide space when they are singing. There are few class in the world that just immitate teachers singing and da