만 3세아 음악과 동작의 통합적 접근에 기초한 유아음악활동의 구성과 적용

다국어 초록 (Multilingual Abstract)

The purpose of this thesis was to broaden the understanding of musical activities in early childhood by analyzing the musical activities of 3-years-old children, integrating music and Movement. Videotapping & author's journal were used as the research method. 15 Musical activities were applied to the subjects for 8 weeks. As a result, during the research, 3-years-old children exhibited a high level of interest on the experimented musical activities i.e., voluntarily exploring and repetitively trying the activities with expression of pleasure. Analysis on 3-year-old children's reaction, their understanding of the music and musical activities can be summarized as follows. First, 3-year-old children were able to construct various movements along with duple-time rythem. Beat times expressed by their bodies, however, were somewhat unstable while beat times with oral sounds and hands were stable. Second, they confused the pitches of tunes with speed and strength or softness of tunes, but they understood the flows of tunes relatively well, expressing with the correspondent high and low movements. Third, the children enjoyed repetitive performances of movements according to different types of music, and, while feeling caluses, they properly changed directions and movements. Fourth, they were able to distinguish different types of sounds and expressed them using their bodies, but they focused more on searching the sounds than expressing the sounds through movements. Fifth, they made different expressions adjusting the space width and power in accordance with the strength and softness of the music. They also controlled the speed of their movement according to the tempo of the music. In addition, they actively responded to various sound flows such as staccato and legato and made their expressions accordingly. From this study, it was found that these young children enjoyed the musical activities integrated with movements in a higher level than the ordinary teachers' expectation in a daily life of the practical teachilg settings.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 유아음악교육 = 6
• 1) 유아음악교육의 개념 및 중요성 = 6
• 2) 유아음악교육의 개념적 접근 = 8
• 3) 유아의 음악적 능력발달 = 12
• 2. 유아동작교육 = 19
• 1) 유아동작교육의 정의 = 19
• 2) 유아동작교육의 내용 = 20
• 3) 유아의 동작능력 발달 = 23
• 3. 음악과 동작의 통합적 접근 = 25
• 1) 음악활동의 통합적 접근 = 25
• 2) 음악과 동작의 통합적 접근 = 27
• Ⅲ. 연구방법 = 35
• 1. 연구자 = 35
• 2. 연구대상 = 35
• 3. 연구절차 = 36
• 4. 자료수집 = 38
• 5. 자료분석 = 39
• Ⅳ. 통합적 접근에 기초한 유아음악활동구성 = 41
• 1. 통합적 접근에 기초한 유아음악활동구성의 원칙 = 41
• 2. 통합적 접근에 기초한 유아음악활동영역 및 내용 = 43
• 3. 유아음악활동안의 최종안 = 56
• Ⅴ. 음악활동의 적용결과 = 60
• 1. 음악활동에 대한 유아들의 흥미 = 60
• 1) 자발적인 탐색과 반복 = 60
• 2) 즐거워하는 모습 = 63
• 2. 음악과 동작요소에 대한 유아들의 반응과 이해 = 65
• 1) 리듬-신체, 노력(시간), 관계(사람, 사물) = 65
• 2) 가락-공간(높낮이) = 71
• 3) 형식-신체(이동동작), 공간(방향), 관계(사람, 사물) = 75
• 4) 음색-신체, 노력(힘) = 81
• 5) 표현적 질-공간(넓이), 노력(힘, 시간, 흐름), 관계(사물) = 83
• Ⅵ. 요약 및 논의 = 94
• 참고 문헌 = 107
• Abstract = 114
• 부록 = 116