코다이 교수법에 따른 활동 내용의 분석 연구 : 초등학교 3학년 음악교과서를 중심으로

다국어 초록 (Multilingual Abstract)

The most famous instruction methods of music education in 20th century are Dalcroze's instruction method, Orff's instruction method and Kodály's instruction method. Among them, because Kodály thought that every children can grow their ability of music, he introduced systematic and phased education into music education of early rising education and low grade of elementary education. Moreover, he has realized that plan of music education which is based on admirable teachers and excellent teaching materials was necessary. So, by assimilating several good sources of music education such as Dalcroze's instruction method, Orff's instruction method and the traditions of music in Europe, he created systematic and generalized instruction method and he re-took a triangular position of 20th century's Hungarian music education and made a general frame of music education. This has caused the great development and outcomes at that time.
The third grade of elementary school is very important period. Before third grade, students learn a subject 'joyful life' which is unifying music, art and physical education. Because they start to learn music as a independent subject in the third grade and the foundations of music educations must be established in this period. Therefore, I investigated how music text books at third grade deal with Kodály's instruction method that is related basic education of music.
I studied the kodály's instruction method which is used as a device of Korean seventh process of music education by dividing it into rhythm-teaching, singing-teaching and solfege. Based on this study, I analyzed the music textbook's contents of activities in third grade of elementary school consulting the teacher's guidebook. The results are,
First, Singing activities take the biggest part of the three methods including 19 subjects in 26 subjects and this agrees with Kodály's instruction method which attach importance to singing activities.
Second, the music textbook presents many activities such as the use of rhythm card, rhythm measure, verbal rhythm and these are related to Kodály's instruction method.
Third, singing activities in 19 subjects include hand symbol, solfege, sing with body syllable names, learning the melody by singing after listening to the teacher's example singing, the songs with turns and chorus in duet.
Fourth, teaching compositional technique including improvisation contains creating melody with two or three notes, improving rhythm continuously and fill two bars with rhythm.
Fifth, different from Kodály's instruction method which used traditional songs as main text, the third grade's textbook use only 8 traditional songs.
According to this analyzing, I present this suggestion.
First, Solfege education which contain body symbol and hand symbol should be made use of more than now.
Second, compositional activities including improvisation should be expanded.
Third, our worthy traditional musics should be provided as a main teaching materials after they are constructed systematically.
Kodály educated not only school students but also a nation music that is the nation's cultural heritage by systematic and generalized instruction method, and this formed the Hungarian frame of music education and caused a considerable growth. I wish teachers should improve student's music ability and what is more out nation's level of music by assimilating his philosophy and instruction method.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구의 방법 = 2
• Ⅱ. 본론 = 3
• 1. 코다이(Zoltáńn Kodáĺly) 교수법의 이론적 고찰 = 3
• 가. 배경 = 3
• 나. 교육 철학 = 4
• 다. 지도 방법 = 4
• (1) 리듬 지도 = 5
• (2) 솔페즈 (Solfege) = 9
• 2. 코다이 교수법에 따른 초등학교 3학년 음악 교과서 내용 분석 = 17
• 가. 초등학교 3학년 음악 교과서의 구성 = 17
• 나. 코다이 교수법에 따른 활동 내용 분석 = 21
• Ⅲ. 결론 = 64
• 참고 문헌 = 67
• ABSTRACT = 68