고등학교 음악수업에 적절한 한국대중가요 선택에 대한 연구

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 3권 / 1호
ㆍ저자명 : 안미자, 김혜영

목차

요약
Ⅰ. 서론
Ⅱ. 대중가요
Ⅲ. 연구의 방법 및 결과
Ⅳ. 결론
참고문헌
Abstract

한국어 초록

본 연구는 고등학교 음악수업을 보다 효율적으로 이끌어가기 위한 수단으로 음악교사들이 쉽게 자료를 사용할 수 있도록 적절한 한국의 대중가요를 선발 하는 것을 목적으로 한다.
이 연구의 과정은 첫째, 최신 대중가요곡집인 “대중가요 대백과(1997)” 464곡 중에서 고등학생들에게 적절한 수준의 곡으로 105곡을 선발 하였고, 선발된 105곡을 남자 95명 여자 105명의 총 200명의 고등학생들이 질문지를 통해 50곡을 선택하였다. 둘째, B. Reimer의 이론을 제시하여 예술옴악 판단기준인 음악적 기본기술, 음악적 강수성, 음악적 상상력, 음악적 정통성에 대한 이론을 연구하였다. 셋째, 학생들이 선택한 50곡중에서 B. Reimer의 이론에 적절하게 맞는 곡으로 음악전문인이 20곡을 최종적으로 선발하였다.
이러한 연구 과정을 거쳐 선발된 곡들이 음악교사로 하여금 음악수업을 성공적으로 이끌어가는데 도움을 주고, 학생들이 일상생활에서 쉽게 접하는 대중가요를 이용하여 이해력을 향상시키고 적극적으로 참여하게 하여 보다 높은 교육적 효과를 거두기를 기대한다.

영어 초록

This thesis is attempted to select proper Korean popular songs to be used for senior high school music teaching to promote effective learning. Development of technologies enable the youngsters to get enjoyed popular songs from the environment without any protection. Moreover, they prefer popular songs to classical music. Therefore if anyone carefully select quality repertoire out of thousands, music teachers would certainly save time and efforts to use as teaching materials.
Music teaches are constantly searching for strategies to help teach students the fundamentals of music. Warm-ups, excercise and materials all aim to further a student's understanding of musical concepts. However, a teaching strategies would be unsuccessful if it doesn't encourage the joy of music making or performing.
In order to select quality popular songs, Bennett Reimer's four categories of judgement for art music are applied. Those are (1) musical craftsmanship, (2) musical sensitivity, (3) musical imagination, and (4) musical authenticity. Repertoires are selected according to the following steps:
1. Repertoires are collected from the 『Encyclopedia of popular musics』(1997). Out of four hundred sixty four songs from it, one hundred five songs are selected that are suitable for high school student's vocal range as well as the contents of texts.
Trots and blues genres are exempted because those are trite in terms of melody, rhythm, harmony, and also texts in general.
2. Out of one hundred five songs, two hundred high school students are asked to select fifty of their favorite songs. Ninety five boys and one hundred five girls in Seoul area responded to the questionnaire distributed.
3. Three graduate students in Music Education major selected twenty songs according to the Reimer's artistic judgement through five point scales.
Those selected twenty songs are not monotonous and have little repetition as trots or blues. Harmonic changes are various and rhythms follow contemporary youngsters emotion. Texts are not violent and sound to be used as teaching materials. More than anything else, those songs stimulate student's motivation & interests which will promote student's active particapation in any musical activities. That would certainly enhance their musical understanding of learning.
One way for music teachers to teach basicsn of music and maintain interests to use a genre that many students already know and love is popular songs. Not only do popular songs captivate many youngsters but it also holds infinite possibilities for teaching musical elements.
Popular songs have artistic and educational value. If teachers have some ready-made repertoire at hand, they certainly will save time and efforts to select quality songs out of increasingly grown in popularity. Popular songs can be used to clearly demonstrate the basic fundamentals of musical elements.

참고 자료

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