음악 우수아의 개념 및 조건, 판별에 관한 소고

원영실 ( Young Sil Won ) 한국음악학회 2005 한국음악학회논문집 음악연구 Vol.35 No.-

음악영재성 선별을 위한 교사관찰정보지의 개발 및 적용

원영실 ( Young Sil Won ) 세계음악학회 2011 음악과 문화 Vol.25 No.-

The new method of identification(so called the method of observation & recommendation) for the gifted in korean traditional and western music was applied to the gifted education in Korea. So the check-list for teachers of the gifted was involved in the 1st step of identification. But it emerged that many problems with relevant to validity of identification. The government requires the differentiated structure of gifted education. The valid discrimination tool is necessary for the arrangement of education policy and getting a national budget, supporting of positive psycho-social mood to the gifted. I have developed the observation scale for teachers of the gifted (OSTG) in korean traditional and western music that is one of scale for discrimination and identification. Furthermore I have verified the validity and reliability of OSTG. As a result of reliability analysis, internal consistency reliability of OSTG verified cronbach`s a=.604. In order to construct valid OSTG, a factor analysis was conducted with 50 items. As a result of factor analysis, I collected 31 items finally. The validity of OSTG will be supported after a confirmatory factor analysis will have conducted through follow-up research. I expect the input of OSTG to gifted educational fields, and rising diverse debates about the method of identification to the gifted in Korean traditional and Western music.

한국 음악교육학계의 최근 연구동향 분석

원영실(Won Young-Sil) 한국국악교육학회 2006 국악교육 Vol.24 No.-

The purpose of this study is to analyze the latest tendency in research of Korean Music Education, and to provide reasonal directions. For an accurate analysis, I have selected two Journals : Korean Journal of research in Music Education published by KMES(Korean Music Education society) and Journal of the Korean Music and Education published by SKME(Society for Korean Music Educator’s). This study is within the range of the articles published by KMES and SKME during the year 2000 ~ 2005, and the criterion for classification follows a subordinate position of Pedagogy. First of all, I have classified all articles in accordance with a subordinate position of Pedagogy, and then I have presented the title of each paper to provide information about the latest tendency in research of Korean Music Education. As a succeeding work, I have analyzed the contents of all articles by using a distribution chart. Therefore I have concluded as follows. First, the subject of korean music educational research should be diversified and extended ; from elementary music education to secondary music education, and further more to higher music education. Second, it is required to train an expert in music education in accordance with a subordinate position of Pedagogy at once.

국악영재 판별의 문제점 및 개선방향

원영실 ( Young Sil Won ) 세계음악학회 2008 음악과 문화 Vol.19 No.-

초등학생을 위한 단소 및 가야금 수업의 효과

원영실 ( Young Sil Won ) 한국교육인류학회 2008 교육인류학연구 Vol.11 No.2

현행 초등 음악교육과정에서 국악교육의 구성 비율은 이미 40%를 넘어서고 있다. 이러한 국악교육의 양적 확대뿐만 아니라 질적 발전을 도모할 필요가 있다. 이 글은 초등 국악기악교육 중에서 많은 비중을 차지하고 있는 단소와 가야금 수업에 초점을 두었다. 단소는 초등과정에 유일하게 편성되어있는 전통 선율악기로서 휴대의 간편함이나 가격의 저렴함과 같은 장점들을 가지고 있는 악기이다. 그러나 단소가 실제 교육현장에서 어떠한 음악 교육적 효과를 창출해 내는가에 관한 실증적인 연구는 그리 많지 않다. 특히 단소연주시 학습자가 어떠한 어려움에 직면하게 되는가에 관한 문제를 학습자의 입장에서 섬세하게 들여다 본 질적 연구는 아직까지 없었다. 이 글의 목적은 현행 초등 교육과정에 유일한 선율악기로 편성되어 있는 단소와 더불어, 연구자에 의하여 실험악기로 선택된 가야금의 수업 실제에 관한 사례연구를 통하여, 초등학생을 위한 단소 및 가야금 수업의 효과를 검증하고 향후 국악기악교육의 개선방안에 관한 논의의 단초를 제공하고자 함에 있다. 이 연구를 위하여 연구자는 총 10차시에 해당되는 단소 및 가야금의 수업을 계획하였고, 두 명의 연구참여자와 함께 계획된 수업을 직접 실행하는 ‘교사-연구자(teacher-researcher)’로서의 역할연구를 수행하였다. 또한 수업이 종료된 후 전사된 수업시간 전체의 내용 및 다양한 질적인 자료들을 통하여 현행 초등학생을 위한 단소 및 가야금 수업의 효과를 인지적, 정의적, 심동적인 측면에서 조명해 보았다. This case study focuses on Danso & Kayakum classes, which play an important role in Korean traditional instruments in elementary music curriculum. For this case study I have selected two elementary school students as research participants, and each received 10 music lessons taught by me in Danso and Kayakum. As a teacher-researcher I have the ability to build significant meaning toward the teaching of Korean traditional instruments. As a result of thinking based on human cognitive aspects, I found some difficulties with the cognitive Learning & Instruction pace of teaching Danso. The first problem was that elementary students found Danso to be slightly difficult for them while Kayakum was the opposite. In other words the cognitive Learning & Instruction aspect was affected by the psycho-motor aspect, for example, in making sounds clearly. Considering human affective aspects, easily accessible instruments influence the affective aspects of children, especially in general education. The words “easily accessible” here means that children can play the instrument easily when touch it for the first time in their lives. The Piano or Kayakum is a perfect example of this. Student motivation towards music lessons for elementary school students declined when being taught Danso compared to Kayakum. Also, while examining the human psycho-motor aspects of both instruments, students noted feeling dizzy while learning Danso in class as well as finger and leg pain in Kayakum class. As a result of these findings, teachers should be considerate in understanding the student affective and psycho-motor aspects that these instruments to minimize physical discomfort and pain.

국악교육과 아동의 지적 능력간의 연관성에 관한 고찰

원영실(Won Young-Sil) 한국국악교육학회 2007 국악교육 Vol.25 No.-

The purpose of this study is to consider of positive associations between Korean traditional music education and intellectual ability of child. For this, I have inferred from results of scientific experiments around the western world, especially the United States of America. In consequence of the study on simple intelligence theory, I have concluded that taking korean traditional music lessons in childhood was correlated positively with intellectual ability of child. Such associations were small but general and long lasting. These associations were general and broad cognitive area rather than specific to a subset of intellectual ability. In consequence of the study on multiple intelligence theory, I have concluded that it was effective on improvement of general cognitive ability like general problem solving ability, understanding of concepts, reflective thinking, and social skills like cooperative ability, self-esteem, and motives like curiosity about class, spontaneous participation on class. Namely, In case of using the Korean traditional music learning &instruction based on MI theory, not only musical intelligence of child but also logical-mathematical intelligence, spatial-perception intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence of child will become higher. These results make sure a new justification in goal and value of korean traditional music education. Also subsequently it gives suggestions to the korean traditional music education instructors. As the territory of human brain is infinite, so the cognitive ability of child is also infinite. Therefore, if the korean traditional music education instructors become aware of these facts, they could be a little more free of the monotonous contents and goals in korean traditional music education.

가야금산조의 전조

원영실 仁川敎育大學校 1996 論文集 Vol.29 No.2

Kayakun-Sanjo is composed of various tonal-structure. Tonal-Structure means the combination of key and scale. That is to say, each of the tonal-structure has a key and a scale to itself. For that reason, Kayakum-Sanjo is certain to do modulation that changes the keys or the scales. To find out the principel of modulation in Kayakum-Sanko, tonal -structure of Jinyangjo movement in Sung, Kum-Lyun school was nalyzed especially in this paper. In Sung, Kum-Lyun school appear so amny keys, that is Ujochan, These tonal-structues are modulated by a standing rule, which is found out three tuypes. One is Byonchong(in this type the keys only change), another Fist, Byongchang is called when the keys to Otchang and vice versa. For example, it is that the modulation from Ujootchongkyemyonjo to Ujootchongkyemyonjo , from myonjo, from Ujootchongkyemyonjo to Ujootchongkyemyonjo , from Ujootchongkyemyonjo to Bichongkyemyonjo(B), or from Bichongkyemyonjo(B) to Ujootchongkyemyonjo. Second, Byonjo is called when the scales change from Pyongjo to Kyemyonjo in the same key, and vice versa. Nmely, it appears the modulation from Pyongjochonkyemyonjo to Pyongjochonkyemyonjo, and successively appears the modulation from Pyongjochonkyemyonjo to Pyongjochonkyemyonjo. Third, Byongchong-byonjo is called when the keys and the sclae schange. In this case, the keys step down to major 2nd interval or up to amjor 6th interval. For example, it is the moodulation from Ujootchongkyemyonjo to Pyongjochonkyemyonjo, or from Pyongjochonkyemyonjo to Ujootchongkyemyonjo.