음악교육에서 다문화 교육의 접근과 분석

다국어 초록 (Multilingual Abstract)

In this thesis, we have contemplated on multi-culture, the concept and background of multicultural education for understanding multicultural music education as well as understanding multicultural education and its theoretical basis. We analyzed 8 kinds of textbooks to present basic data to apply religious music to multicultural education among the multicultural music classifications presented in the high school music textbooks. Based on this theory, multicultural elements shown in the 7th educational curriculum. The results according to this study is as follows.
First, in modifying the music curriculum, multicultural elements are being presented to promote Korean music in Korean traditional music column. As for the characteristics of educational curriculum, multicultural elements could be found in all three categories including 'the purpose of music education', 'the characteristics of music education', 'core issue in eudcating music in high school'. As for the content structure - multicultural elements were shown for formal components in understanding field. multicultural elements are being presented in all parts including vocal, instrumental, composing, listening from activity field but more were shown for listening part.
Secondly, in the constitution of topic songs in 8 kinds of textbooks, Cheonje Education Co., Ltd. showed the highest percentage of mutliculturalness in religious music. And among the 8 kinds of textbooks, percentage of multiculturalness in the topic songs given could be seen in 6 kinds of them. As for the supplementary songs, Segwang Music Publishers showed the highest percentage of multiculturaness. And in 3 kinds of textbooks, percentage of multiculturalness in the supplementary songs could ben seen.
Thirdly, Hyundai Music Publishers showed comparatively higher percentage in instrumental part in activity field. And in 2 kinds of textbooks, percentage of multiculturalness in the instrumental parts could ben seen. In the composition part, none of the textbooks showed a percentage of multiculturalness in religious music. Taeseong Publishers showed the highest percntage of multiculturalness in listening and all of the 8 kinds of textbooks showed an even percentage here.
Fourthly, Religious music of Christianity, shamanism, Buddhism, Confucianism are presented in the textbooks and according to the curriculum, the students are to come in contact with music of various times and Kulturkreis but in the learning target or in lesson activities, introduction of various religious music pieces to understand other ethinic social and cultural background is not being done actively enough.
We quietly hope for a deeper approach towards religious music of more diverse people and nations to meet the educational intent of the curriculum rather than just adding music pieces into the music textbooks to fill in the pages meaninglessly. Also in order to increase the efficiency of multicultural education through more data and academic information, expansion of data and teacher training should take place so that school lessons have direct connection with these data. In order to promote multicultural education more, field specific approach for each publishers should take place through more specific educational curriculum. At the same time, we feel a need for a succeeding research to look into the realities on how education on religious music is being carried out in the classrooms.

목차 (Table of Contents)

• ABSTRACT = vii
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 및 방법 = 3
• 3. 연구의 제한점 = 4
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 다문화 교육의 개념 및 목적 = 5
• 1) 다문화 교육의 개념 = 5
• 2) 다문화 교육의 목적 = 9
• 2. 음악교육에서의 다문화 = 11
• 1) 다문화 음악교육의 개념 = 11
• 2) 다문화 음악교육의 역사와 배경 = 13
• 3) 다문화 음악교육의 목적 = 16
• 3. 선행연구 검토 = 18
• Ⅲ. 제7차 교육과정에서 다문화 요소 분석
• 1. 교육과정 개정 중점사항 = 22
• 2. 음악과 교육과정 성격 = 24
• 3. 내용체계 = 26
• Ⅳ. 연구방법 = 31
• 1.분류범위 = 31
• 1) 대상 = 31
• 2) 영역 = 32
• 2. 분류 방법 = 34
• 3. 교과서 분석 = 35
• Ⅴ. 결론 = 56
• 참고문헌 = 58