음악과 미술의 통합교육을 위한 음악감상 수업지도안 개발

다국어 초록 (Multilingual Abstract)

This study attempts to systemize a unitary approach in art, by selecting modern paintings that share common traits with modern music, in which the life patterns of the 20th century is reflected. Since ever art pursues creation of beauty as fundamental mental activity, both music and art should have many things in common, as artistic activities of human kind. In the case of modern music, it no longer pursues sounds that are pleasant to the ear but reveals vivacity of spirits using multiple human senses. Since every musical piece not only reflects its social background but also relates to topics in other forms of art, it is worth a closer scrutiny. This study aims for a unitary form of education of music and art, suggesting a possibility of its creative potential in developing the mind.
The research method is based on the literary data of former study in this field, including studies of modern music, which, in this study, is defined as music that comes after classical and romantic eras. In terms of the unitary approach to education, the multiple intelligence theory proposed by H. Gardner is employed.
Modern music was an appropriate reaction to its age and reflects the radical changes which separates modernity from its past. Since modern music embodiessuch changes that characterizes our modern world, this study proposes that students are able to understand our current society through a unitary study of music.
In the multiple intelligence theory, Gardner proposes that the musical intelligence is the first to develop among other human abilities, saying that an efficient education in music is possible only through a combined study of music with other fields of human education. The bibliographical research of this study investigates modern music with its relation to periodical traits of modern art. Among many trends of music, this study looks at Impressionism, Expressionism, Primitivism, Neo-classicism, Aleatory Music, and Prepared Piano. In terms of art history, Impressionism, Symbolism, Fauvism, Expressionism, Surrealism, Abstract Expressionism, and Pop art are considered.
By looking at each period in music and art, it can be seen that they shared many things in common, with art always leading the way in expressing a new trend.
Based on such common grounds, this study selects and pieces from both modern music and modern art, which can be applied in an organized fashion during class room situations. According to such class plan, students are to learn each composer and artist in relation to the main features of his works, which can induce them to exert their creative imagination. Present study, based on listening to modern music, aims to construct class programs which can spur the creative thinking of the students. However, since a combined class of music and art is conducted on a subjective and individual level, an objective and general analysis of its validity is difficult to make. It is hoped that future studies can directly apply this method in the field and draw more concrete conclusions based on the results.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 범위 및 방법 3
• 3. 연구의 제한점 3
• Ⅱ. 이론적 배경 4
• 1. 현대 음악의 정의 4
• 2. 현대 음악 교육의 당위성 5
• 3. 다중지능이론과 음악교육의 시사점 7
• 1) 다중지능이론 7
• 2) 다중지능 이론의 음악교육에의 시사점 9
• 4. 통합교육과정 10
• 1) 통합교육과정의 개념 10
• 2) 교육적 의의 11
• 3) 음악과의 통합교육 과정 12
• Ⅲ. 현대 음악과 현대 미술과의 통합적 시도 14
• 1. 19세기 이후 나타난 음악 사조의 전개와 특징 14
• 1) 인상주의 14
• 2) 표현주의 16
• 3) 원시주의 18
• 4) 신고전주의 18
• 5) 1950년 이후의 음악 19
• 2. 19세기 이후 나타난 미술 사조의 전개와 특징 22
• 2) 인상주의 22
• 2) 상징주의 23
• 3) 야수주의 24
• 4) 표현주의 25
• 5) 다다이즘 25
• 6) 초현실주의 26
• 7) 추상표현주의 27
• 8) 팝아트 27
• 3. 음악과 미술의 상호 연관성 28
• 4. 음악과 미술의 통합교육의 기대되는 효과 29
• Ⅳ. 통합적 음악감상 지도방안 연구 31
• 1.인상주의 교수ㆍ학습 31
• 2. 표현주의 교수ㆍ학습 36
• 3. 원시주의 교수ㆍ학습 42
• 4. 전자ㆍ구체음악 교수ㆍ학습 48
• 5. 재즈ㆍ크로스오버음악 교수ㆍ학습 54
• Ⅴ. 결론 60