음악과 교육과정에서 국악의 변화와 제주지역 초등교사의 국악교육에 대한 인식

• 영문명: The Change of Korean Traditional Music in the Music Curriculum and the Consciousness of Elementary School Teachers in the Jeju Area on Its Education
• 발행기관: 제주대학교 교육과학연구소
• 저자명: 홍주희(Hong Joo-hee)
• 간행물 정보: 『교육과학연구』제14권 제2호, 75~85쪽, 전체 11쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.11.30

국문 초록

교사의 교수ㆍ학습 계획은 교육과정의 목표 및 내용에 근거하고, 학생의 발달단계와 능력ㆍ수준ㆍ흥미도 및 지역성 등을 고려하여 수립한다. 학교의 국악교육은 ‘음악’이라는 과목으로 ‘음악과 교육과정’의 틀 안에서 이루어지고 있다. 학교에서 국악교육을 어떤 방향으로 실행해 나갈 것인가? 의 답을 얻기 위해선, 우선 음악과 교육과정의 국악교육에 관한 내용을 알아보는 작업이 이루어 져야만 가능 할 것이다. 이 연구의 목적은 음악과 교육과정의 국악교육 내용이 어떤 모습으로 변화해 왔는지 그 변화 과정을 살펴보고, 제주지역 초등교사를 대상으로 실제 학교 현장에서 그들이 국악교육을 어떻게 하고 있으며, 또한 그들이 국악교육에 대해 어떠한 생각을 가지고 있는지 국악교육의 인식을 분석함으로써 미래의 국악교육을 어떤 방향으로 실행해 나아가야 할 바를 제안하고자 한다.

영문 초록

The aim of this paper is to survey the consciousness of active teachers in the Jeju area on overall Korean traditional music education and present a direction of more realistic Korean traditional music education based on this. For this purpose, this study attempted to investigate how the content of Korean traditional music education in the music curriculum has changed. And it attempted to analyze how the elementary school teachers in the Jeju area provided children with Korean traditional music education on the actual school field and how they thought about it in relation to their consciousness. As a result, the following suggestions could be elicited: First, the content of education has been compiled and changed to fit the period and political situation with the start of the 1st curriculum enacted and proclaimed in 1954. Korean traditional education in the music curriculum started with appreciation in the beginning but has developed into the activity of personal performance at present. The activity of Korean traditional music was mainly music appreciation in the 1st music curriculum period in 1955 but included its singing from the 2nd curriculum to the 4th one. And a domain of appreciation activity changed into the instrumental music domain of attempting to perform the musical instrument up to the 5th curriculum and into the performance activity domain of enabling children to play diverse musical instruments since the 6th curriculum. Second, an attempt was made to analyze the actual condition of active teachers’ Korean traditional music in the Jeju area. As a result, it was found that a considerable number of teachers depended on ICT and multimedia materials for Korean traditional music education and a great number of teachers usually had no confidence in the Korean traditional music class. And it was found that most of the teachers did not perceive the Korean traditional music terms newly added to the ‘2007 amended elementary school music curriculum’. It is thought that the relative importance of Korean traditional music has been positioned in the stream of innovative growth since the 1990s compared to the period that it was positioned at the zero level up to the 4th curriculum since Korean liberation from Japanese imperialism. But the increase in the relative importance of Korean traditional music in the textbook does not mean the growth of music traditional music education. For Korean traditional education to be normally provided for children, it should be developed in a systematic and comprehensive way in terms of teacher education, in terms of equipment, facility and material for Korean traditional music and in terms of its study to support its qualitative aspect.

목차

Ⅰ. 서론

Ⅱ. 음악과 교육과정의 국악교육

Ⅲ. 제주지역 초등학교 교사의 국악교육에 관한 인식조사

Ⅳ. 결론

키워드

국악교육 교육과정 제주 초등교사의 국악교육 music curriculum Korean traditional music education the Consciousness of Elementary School Teachers