시각장애 음악전공자 실태 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to make an investigation in real situation and analysing of the individuals with visual impairment who were music majored in Korea, to understand the ways to study music of the subjects with visual impairment, to find out the factors of improvement of music education for the individuals with visual impairment. The writer constructed a structured questionnaire that contained detailed questions to find out the real conditions and the subjects' experiences of learning music and made an interview to the subjects who agreed to answer the questionnaire. The total subjects participated in the study were fourteen individuals with visual impairment.
The results of this study is followed;
① About twenty individuals with visual impairment majored music in Korea since 1945. This shows that very less people majored music as the things about 18,000 people became visual impairment annually.
The periods of beginning of studying music for the subjects were various from five to twenty; some of them learned music under some personal music teachers, some of them learned music by self-learning and anticipated in some music club activities in their school experiences.
Thirteen subjects(92.9%) could read and understand braille music code. the drawbacks of using braille codes were too difficult to get brailled books themselves(10 subjects, 71.4%), too complex to understand the braille code system(3, 21.4%) and it needed too much time to be read and whole understanding. Also they needed some supplemental (or additional) materials to confirm the braille code completely. Otherwise two subjects(14.3%) didn't use braille code in anyway.
They must remember all of the contents of the braille music code instead of reading as playing a music, which was given much burden to them. And most of them are effected to play musical pieces at the records in compact disks and teachers' model playing. But some individuals with visual impairment who played in concerts answered that they are inspired by the feeling from inside of themselves and theoretical analysis. There was no factors to distinguish between play by the individuals with visual impairment and individuals with non-handicapped. The subjects said music gave happy inspirations(5, 35,7%), helped them in high degree of enhancing and stabilizing(4, 28.6%), provided self-achievement and satisfaction for them(4, 28.6%), gained a vitality in their daily lives(1, 7.1%). And all of them answered the music for them meant satisfying art.
② Nine individuals with visual impairment of whole fourteen subjects who have majored music performance as an artist, and they have done solo activities and quartet mainly in the case by case. And they replied that they didn't care their partners for music performance whether individuals with visual impairment or not. According to the result of this study, the braille music codes were provided for them in requiring very hard efforts.
③ The subjects gave answers that most suitable aim of music education for the individuals with visual impairment were enhancing desirable attitude toward music, and cultivating esthetical emotion. The most of subjects answered that the teachers visual impairment should teach music to the students with visual impairment because the teachers with visual impairment understand completely the braille music code, and the it must be taught to the students through the music lessons moreover.
The most urgent issue were training music teachers for the students with visual impairment in qualitative and quantitative and educating braille music code for music education for the students in the school for the blind in Korea. Other lists of reforming factors for the music education for the individuals with visual impairment are followed;
a. expanding programmes to music performance for the individuals with visual impairment who majored music,
b. providing career service for the individuals for the visual impairment by government,
c. supporting proper financial inputs,
d. doing hard-training individuals themselves.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 연구의 한계 = 2
• 4. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 음악학습 = 4
• 2. 음악활동 = 6
• 3. 음악교육 = 8
• Ⅲ. 연구 방법 = 10
• 1. 연구 대상 = 10
• 2. 연구 도구 = 12
• 3. 연구 절차 = 14
• 4. 자료 분석 = 14
• Ⅳ. 결과 분석 = 15
• 1. 음악학습 = 15
• 2. 음악활동 = 26
• 3. 음악교육 = 30
• Ⅴ. 결론 및 제언 = 35
• 1. 결론 = 35
• 2. 제언 = 37
• 참고문헌 = 38
• ABSTRACT = 40
• 부록 = 44