한국 민요의 효율적인 지도방안 연구 : 중학교 1학년 9종 음악 교과서를 중심으로 = Research on effective ways of teaching Korean Folksongs: Focused on 9 types of music textbooks for the 1st graders in middle school

다국어 초록 (Multilingual Abstract)

This study was aimed to find out a method for the effective instruction of folk songs focusing on 9 types of music textbooks for the 1st-grade middle school students.
It has not been clear who created folk songs, but it has passed down to the present through several generations. As a linguistic expression with deep national sentiment, it has contained a variety of emotions such as the life, politic, economy, society and culture of the people; in doing so, it has represented highly aesthetic accomplishments. The 7th educational curriculum of music subject has emphasized ‘Korean classical music for developing our music culture.’ In music textbooks among Korean classical music, folk songs, the so-called the songs of the people, have been the largest parts, but most of the incumbent music teachers were western music majors so that they had a difficulty in instructing the folk songs. In this regard, this study was aimed to suggest a method to teach folk songs in an appropriate manner.
This study consulted various references and its results are as below.
First, in terms of posture, students should straighten their waists out and maintain a comfortable pose while relaxing their shoulders.
Second, the breathing method of responding to the vocalizing organ after echoing the vocal parts by the breathing coming up from the lower abdomen below the belly has been proven effective.
Third, it has been noted that the method of Eodan-Seongjang was the best in the method of pronunciation. It created the short consonants and the long vowels when attaching the lyrics into rhythm so that it could transmit the meaning of the lyrics accurately.
Fourth, it has been observed that the vocalization was not a process of creating artificial sound, but a continuous process of a given language so that it had to be pronounced naturally.
Fifth, it has been found that the method of Sigimsae was effective in expressing the elegance of folk songs and each region had slightly different versions of Sigimsae to create its own regional traits.
Sixth, it has been noted that it was delightful to sing a folk song in harmony with the rhythm of Jang-gu rather than the accompaniment of piano and effective in singing folk songs.
Folk songs have been handed down by the method of Gujeonsimsu, but it would be hard to teach students in this way during music class at school. Therefore, it is necessary to have a consistent and logical teaching method for instructing students the folk songs in a consistent manner. In this regard, the results of this study could be consulted in class to teach folk songs in a more effective way.

* Gujeonsimsu: a method of transmitting what a person desperately
needs with words and sincere mind.
* Eodan-Seongjang: a method of making the consonants short and
the vowels long.

목차 (Table of Contents)

• 제1장 서론 ……………………………………………………………………‧…1
• 제1절 연구의 필요성과 목적 …………………………………………………1
• 제2절 연구의 범위 및 방법 ‧‧‧………………………………………………2
• 제2장 한국 민요의 이해 ‧‧……………………………………………………4
• 제1절 한국 민요의 정의와 분류 ……………………………………‧………4
• 1. 민요의 정의 …………………………………………‧…………………4
• 2. 민요의 분류 …………………………………………‧…………………5
• 제2절 지역별 특색 ‧‧‧…………………………………………………………8
• 1. 경기민요 ‧‧‧……………………………………………………………9‧
• 2. 남도민요………………………………………………………………‧‧10
• 3. 서도민요‧‧………………………………………………………………11
• 4. 동부민요………………………………………………………………‧‧12
• 5. 제주도 민요‧‧‧‧‧………………………………………………………13
• 제3절 한국 민요의 교육적 가치……………………………………………‧13
• 제3장 중학교 1학년 9종 음악교과서의 민요수록 실태…………‧‧‧15
• 제1절 교과서별 수록현황…………‧…………………………………………15
• 1. 수록 곡목 비교…………………………………………………………15
• 2. 지역별 안배…………………………………………………………‧‧‧18
• 3. 장단별 안배…………………………………………………………‧‧‧24
• 제2절 수록 악곡에 대한 이해………………………………………‧…‧‧‧‧27
• 1. 늴리리야…………………………………………………………………31
• 2. 몽금포타령………………………………………………………………33
• 3. 한오백년…………………………………………………………………35
• 4. 진도아리랑………………………………………………………………37
• 5. 이어도 사나…………………………………………………………‧…39
• 제4장 민요의 효율적인 지도방법………………………………………48
• 제1절 지도에 있어 유의할 점………………………………………………48
• 제2절 발달 단계에 따른 지도………………………………………………50
• 제3절 가창지도 방법…………………………………………………………51
• 1. 자세지도‧‧‧‧……………………………………………………………51
• 2. 호흡지도……………………………………………………………‧‧‧‧52
• 3. 발음지도‧‧‧‧……………………………………………………………53
• 4. 발성지도……………………………………………………………‧‧‧‧56
• 5. 시김새 지도……………………………………………………………‧58
• 가. 요성………………………………………………………………60
• 나. 퇴성………………………………………………………………64
• 다. 평성………………………………………………………………64
• 라. 추성………………………………………………………………65
• 제4절 장구 반주법 지도……………………………………………………‧‧65
• 1. 장단의 개념……………………………………………………‧………66
• 2. 민요장단과 연주법…………………………………‧…………………67
• 3. 중학교1학년 교과서에 제시되는 기본장단과 변형장단……‧‧‧‧‧69
• 가. 세마치장단……………………………………………………‧‧‧‧69
• 나. 굿거리장단……………………………………………………‧‧‧‧69
• 다. 중모리장단……………………………………………………‧‧‧‧70
• 라. 자진모리장단…………………………………………………‧‧‧‧71
• 마. 중중모리장단…………………………………………………‧‧‧‧72
• 바. 단모리장단……………………………………………………‧‧‧‧72
• 제5장 학습지도안…………………………………………………………74
• 1차시 학습지도안…………………………………………‧…………………75
• 2차시 학습지도안……………………………‧………………………………78
• 제6장 결론…………………………………………………………………82
• 참고문헌………………………………………………………………………85
• ABSTRACT…………………………………………………………………‧‧88