초등음악과 교과서 개선 방안 연구

장기범 ( Ki Beom Jang ) 서울교육대학교 초등교육연구원 2007 한국초등교육 Vol.17 No.2

초등음악과 교과서 개선 방안 연구 A Study on the Improvement of the Music Textbook for Elementary School Children

북한의 음악 : 철학 , 형식 , 종류에 대한 고찰

장기범(Ki Beom Jang) 한국음악교육학회 2000 음악교육연구 Vol.19 No.-

The main purpose of this study is to understand the music of the North Korea. It has been more than 55 years since the Korean peninsular has divided into two countries by the force of foreign countries. Currently, an ardent wish for reunification is growing in every corner of the South Korea. Thus it is necessary for music educators to prepare basis for the musical reunification. Since the South and the North Korea have set apart for more than 55 years, there are many dissimilarities and heterogeneities such as language, tradition, way of living, political identity, economic status, culture and musical culture. It is the responsibilities of music educators to prepare ways of building musically reunified country. As a first step of the stated necessity, this thesis has tried to answer the following research questions: 1) what is underlying philosophy of North Korean music? 2) what kinds of music exists in the DPRK? 3) what is the predominant formal structure of DPRK`s music? 4) what kinds of music are taught in the North Korean school music class room? 5) what consists the content of school music text book of the DPRK? In order to answer the stated research questions, `Theories on Music as an Art` written by Jung-Il Kim, current political and military leader of the DPRK, and music tent books of the North Korea were thoroughly investigated and analyzed. The following is the findings of this study. First, though the North Korea follows the category of referentialism, the `Juche` (self identity) is the main philosophical basis of the North Korean music and music education practice. Second, there are mainly three kinds of music exists in North Korea, and those are vocal music based on strophic form, pure instrumental music, and instrumental-vocal mixed music. Under these three categories, vocal music is very strong and well-developed. Third, the kinds of songs in practice are revolutionary song, hymn of phrase for general Kim, Jung-Il, and past Kim, Il-Sung, lyrical songs, songs for work, march song, and folk songs. Fourth, the predominant formal structure of the North Korea`s musical practice is based on jul-ga` form which is similar to strophic form. Fifth, In the North Korean music class, songs mentioned in the number 3 are mainly taught. In North Korea, music is not simply for art`s sake but for political propaganda`s sake. Thus, function of music is very important in the north Korea. Music without referential function is useless in the DPRK. Other hand, in the south Korea, pure music for music sake philosophy is predominant. Considering these discrepancies, the researcher has drawn seven recommendations for understanding the music of North Korea at the end of the study.

포괄적 음악영재 교육을 위한 음악영재의 판별방법과 교육 프로그램에 관한 연구

장기범 ( Ki Beom Jang ),윤문정 ( Moon Jung Yoon ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.2

최근 예술영재에 대한 관심과 지원이 확대되면서 음악영재교육에 대한 관심도 커져가고 있다. 음악영재 교육의 성공적인 실천을 위해서는 음악영재의 특성에 대한 이해와 전문적인 선발과정 그리고 영재를 위한 체계적인 교육 프로그램 제공이 필요하다. 이 연구는 이러한 필요성에 따라 음악영재에 대한 개념과 특성에 대해 알아보고, 이를 토대로 음악영재를 판별하는 구체적인 방법과 다양하고 차별화된 음악영재 교육 프로그램을 제안한다. 이 판별 방법과 프로그램은 향후 음악영재 교육을 계획하고 실행하는데 토대가 되는 방향을 제시함으로써 음악영재 교육의 발전을 도모하게 되며, 궁극적으로 창의성과 예술성이 조화롭게 개발된 바람직한 미래 사회의 구성원을 배출하는데 도움을 줄 것이다. As interest in special education has been increased, the need of discovering and training students who are gifted and talented in music is recognized. Even though identification methods and education programs have been provided for the musical giftedness in recent years, new approach is needed for the comprehensive and globalized giftedness. Therefore, this study suggests the guidelines of systematic and standardized identification processes and differentiated programs for musically gifted and talented children. The primary research questions are 1) what is musical giftedness?; 2) what are the identification methods and programs for the musical giftedness in domestic and foreign countries?; 3) how identify the musical giftedness?; 4)what programs need to be provided for the musical giftedness? Based on the answers to these research questions, this study aim to promote and develop the full extent of the musical abilities of the gifted and talented children.

아동들을 위한 음악 적성검사 도구 개발

장기범,김갑수,조성기,Jang, Ki-Beom,Kim, Kap-Su,Cho, Seong-Gi 한국정보교육학회 2004 정보교육학회논문지 Vol.8 No.3

Even if Internet has been used very much, there is no method of music aptitude test for children. We develop the music aptitude test in the internet to make music aptitude test easily. We test children for music aptitude early. We provide children the learning and instruction environment. This research makes children improve the ability of music. We develop the music aptitude test system for children in the WWW for children to use it. This system is expected to be a great help for children to test music aptitude easily. This system establish a well-understood and maintenance through this system for replacing the data files of their children in a effective way.

음악교육의 융합교육 접근을 위한 융합 개념 논의

김경화 ( Kyoung Hwa Kim ),장기범 ( Ki Beom Jang ) 서울敎育大學校 初等敎育硏究所 2015 한국초등교육 Vol.26 No.4

융합과 융합교육의 대두는 분과주의적이고 환원주의적인 학문의 경향에서 탈피하고자 하는 포스트모더니즘의 흐름에서 연유한다. 그러한 학문적 흐름은 객관적이고 보편적이며 실증적인 진리의 발견을 목적에 두는 이전의 과학적 방법론에 대한 회의와도 맞닿아 있다고 볼수 있다. 또한 융합과 융합교육의 개념은 그것이 적용되는 영역에 따라 그리고 시대에 따라 다르게 해석된다. 과학기술 및 공학, 수학 등과 같은 예술 외 영역, 그리고 음악, 미술, 무용등의 예술 영역에서 융합과 융합교육을 개념화하는 것은 그 영역만의 고유한 성격에 근거하여 이루어지는 만큼 다양한 모습으로 나타난다. 본 연구는 음악교육 현장에서 수행되는 융합교육 접근에 대한 문제의식에서 출발하여 융합과 융합교육의 개념적 의미를 탐색하기 위한 시도이다. 이를 위해 융합의 어원과 그 의미를 탐색하고, 더불어 선행연구와 실천사례에서 언급되는 주요 용어들의 개념을 탐색하면서 그것의 교육적 함의를 도출하고자 하였다. 이를 바탕으로 음악교육에 대한 융합교육 접근은 어떻게 명료화될 수 있는지를 논의하고, 융합교육 접근으로서 음악 교수-학습에 대한 함의는 무엇인지 고찰하였다. 결국 음악교육의 융합교육 접근은 그 자체로 교육의 목적이 아닌 교육의 수단적 성격을 가지는 것으로 보는 것이 타당하며, 따라서 융합교육의 시도는 분명한 교과교육의 내재적 목적 하에 그 방향성이 설정될 필요가 있다는 것이 연구자들이 내린 결론이다. 또한 통합과 융합의 구분은 학문적이고 이론적인 추상적 논의에 머무르지 않도록 실제 교육 현상에서 그 의미의 구분을 찾아낼 수있어야 하며, 두 개념 모두 교과교육의 근본적 목적 추구 하에 다각적이고 다층적인 방식으로 전개되는 교육의 수단으로 기능한다는 것, 따라서 개념들의 위계나 정도의 문제를 명백히 구분하는 일보다는 두 개념 모두 본질적으로 교육에서 어떤 성격을 가지고 어떤 역할을 하는지를 파악하는 것이 더 중요하다는 것이 본고의 핵심적 결론이라 하겠다. This study traces the concept of convergence and convergence-based education.Convergence-based education is very active and on going educational concept in Korea nowadays. However, practices and objective outcome of convergence-based education are diverse. Thus, the writers researched the origin of the word ``convergence`` and meaning of that word, and searched for the literal and contextual meaning of the word convergence in the related studies and related teaching practices. Based on the first phase of research findings, the researchers have tried to answer how to organize or construct convergence-based music education program. In the process, the writers have tried to clarify the implication of convergence-based music education to fulfill the Intrinsic/unique purpose of music education as subject matter. The researchers have concluded that the meaning of convergence in education is better to be understood as a means of education not to be as the final goal of the education. For implications on the word convergence are: betterment, convenience, all in one, and multi-purpose. It is better for the educational practitioners to be able to differentiate between the concept of convergence education and that of comprehensive education. It is strongly recommended that the educational practitioners should put more emphasis on the function of the word convergence and comprehensiveness on the given subject matter rather than on the differentiation itself.

국제비교를 통한 우리나라 음악과 교육과정의 특성 분석 - 독일 , 미국 , 영국 , 일본 , 프랑스를 중심으로 -

김원명(Won Myoung Kim),민경찬(Kyung Chan Min),양종모(Jong Mo Yang),이내선(Nae Sun Lee),장기범(Ki Beom Jang),주대창(Dae Chang Ju),최은식(Eun Shik Choi),서인정(In Jung Suh) 민족음악학회 2002 음악과 민족 Vol.24 No.-

The main purpose of this research is to get some implications for improvement of school music curriculum of Korea through the analysis of music curriculum in several developed countries. The researchers surveyed the music curriculum of the 5 developed countries, U.S.A., G.B., Japan, Germany and France, which already finished curriculum revision in recent years. The researchers have agreed upon analysing curriculum of each contry with the following four factors -- 1) outline of school education system, 2) time allotment and operation of music class, 3) frames and basic structure of music education curriculum including mission statements and contents of music education, and 4) draw conclusions based on the analysis. The drawn implications are as follow: First, each countries recognized importance of music education and emphasize music class in school education. Second, there are many different points between the curriculum and operation of music class of USA and Europe. In Europe, students should study music class certainly, but in USA, students can choose music class widely. Third, every countries state very persuasively about necessity and what should be of music education. However korean curriculum statements, in comparison of these countries, are very difficult and vague for teacher and students to understand it. Fourth, each countries aim at learning of musical concepts or musicological understanding instead of learning of musical technique. We now get to some suggestions of this research for korean school music education. First, korean music curriculum should be improved adequately. Second, we raise relative importance of music class in school education. Third, we should differentiate the aims of music education for each stages. Finally, there should be more international comparative researches on music curriculum for improvement of our music education.

초등 음악감상 교육의 방법론적 고찰

장기범 서울교육대학교 초등교육연구소 2000 한국초등교육 Vol.11 No.2

The main purpose of this study is to introduce elementary school teachers to various music appreciation methodologies. An appreciation of music is one of the most important musical activities in which almost every student can actively participate. Compared to other musical activities such as singing or playing a musical instrument, listening to music requires few skills. On the other hand, listening to music is a remarkable opportunity through which every student could have opportunities of experiencing the perfect form of art of music. Thus, it is highly recommended that every elementary school student have as many opportunities to listen to music as possible. The current elementary school music education routine has not been beneficial in the case of music appreciation. The reasons for that negative phenomenon are numerous. However, the researcher strongly believes that main reason for that is a lack of necessary skills and music appreciation teaching experience on the part of the classroom teachers. It is an underlying belief that providing those teachers with various teaching methodologies and lesson plans would assist teachers to provide a more successful and beneficial music appreciation program. Given the specific contexts of student populations and the various conditions of each school site, there isn't a methodology that can provide a solution for every classroom and student population. Thus it is a responsibility of classroom teachers to find and manipulate appropriate music listening methods to use at various times and occasions. It is also highly recommended that every elementary school should be equipped with necessary facilities and supplies such as - CD audio systems, video players, projection equipment, listening room, music and audio in assorted formats, etc. to provide for an effective and successful listening atmosphere. In this paper, the following topics are discussed: 1) levels of music listening, 2) roles of the classroom teacher, and 3) guidelines for conducting effective music appreciation activities. Based on the topics, five effective music listening methodologies with lesson plans are provided.

초등 음악과교육에서 ICT 활용에 관한 연구

장기범 서울敎育大學校 初等敎育硏究所 2002 한국초등교육 Vol.13 No.2

The main purpose of this paper is to examine the rationales and practical use of Information and Communication Technological (ICT) strategies in the elementary school music education practice. In this paper, the researcher summarizes eight commonly used ICT based teaching methods with the definitions of terms. The eight methods are: 1) information navigation, 2) comparing-categorizing-analysing, 3) information guide, 4) web-based questionnaire, 5) web-based discussion, 6) professional consulting, 7) E-pals, and 8) information production. Then the writer states seven rationales for implementing ICT in elementary music education practice and those are: 1) music has always been constructed on the basis of the leading edge technology, 2) ICT is a better media than printed music text book, 3) ICT enables the individualized music instruction and increases the effectiveness of music teaching-learning, 4) use of ICT in music instruction is based upon the findings of the solid research studies, 5) the 7th national music curriculum emphasizes the use of ICT in music instruction, 6) use of ICT is a useful means which fits in the characteristics of elementary music education practice, and 7) ICT is the most favored means of media by the young students in general. In the main part of the paper, the researcher provides models and examples of ICT based music teaching-learning plans for the 3rd and 4th graders for the purpose of practical use. The structure of proposed lesson plans follows the standard format of using ICT which has developed by the KERIS. Finally, the writer draws conclusion with the following statement: using ICT in the elementary music education class broadens and deepens the paradigm of music education for now and following centuries thus, it is highly recommended for the elementary school teachers and music educators to examine various ways of implementing ICT-based music teaching-learning strategies for the development and effectiveness of school music education in general.

문화의 정의와 특성에 기반한 문화교육의 내용과 방법

장기범 한국문화교육학회 2010 문화예술교육연구 Vol.5 No.2

국악강사풀제를 기점으로 국민의 문화예술 향유와 창조력 함양 그리고 국가의 문화역량 강화를 목적으로 문화관광부가 추진해온 문화정책-'문화예술교육'이 수행된 지 어언 7년이 지났다. 적잖은 정책의 순기능에도 불구하고 대다수의 국민은 문화예술교육의 개념이나 프로그램에 익숙하지 않다. '문화예술교육프로그램의 개념과 정체성, 그리고 그 실효성을 점검할 필요성이 있다'라는 관점에서 시작된 이 연구는 '문화예술교육'이라는 용어가 문화교육과 예술교육의 병렬적 연결로 이루어졌다는 가정 아래, 일차적으로 문화교육을 규명하려 하였다. 따라서 이 연구는 문화에 대한 정의를 배경으로 문화의 특성을 정리하였고, 특성과 정의에 기반 하여 문화교육의 정의와 문화의 교육적 당위성을 논하였다. 희귀성, 유용성, 신분성의 가치 기준의 관점에서 문화는 교육적 가치가 있다고 판단하였으며, 이에 문화교육에 대한 교육적 당위성과 교육내용 및 방법에 대한 지침을 제시하였다. 문화적 관점에서 문화예술교육은 보다 다양한 문화적 요소를 교육내용으로 포함해야하며, 기존 예술교육과의 차별성을 위한 정책의 철학적 기반에 대한 심도 있는 연구가 수반될 필요성이 있음을 지적하였다. Since 2003, the Ministry of Culture and Tourism (hereinafter MCT) in Korea has launched an arts education policy called 'culture and arts education' program. A diverse programs under the title of culture and arts education' were executed throughout Korea including schools, cultural centers, community centers and even in prisons and military bases. However, most Koreans do not understand the meaning of 'culture and arts education'. This paper was initiated on the belief of that the word- 'culture and arts education' is coined words of 'culture education' and 'arts education'. Thus, in order to understand the true meaning of 'culture and arts education', it is necessary procedure to delineate the meaning of 'culture education' and that of 'arts education' first. Thus, the main purpose of this paper is to delineate a meaning of cultural education and develop a guideline for contents and methods of cultural education based on the definition and characteristics of the word 'culture'. In order to attain the stated goals of this paper, this writer investigated related literature, government reports and research studies on culture and cultural education. Some definitions on culture which were drawn in dictionaries and by scholars in that field were introduced and discussed. Based on those definitions and characteristics of culture, a rationale for cultural education was developed. Eight suggestions for choosing contents of cultural education were made and the same number of principle was suggested for methods of teaching cultural contents in education.