지적(知的)장애 학생을 위한 음악 교육 연구 = A Study on the Music education for Mentally Retarded student

국문 초록 (Abstract)

일반학교의 음악교육의 궁극적인 목적은 음악의 심미적 체험을 통하여 음악 능력을 향상시키고 음악적 심성을 개발하여 보다 풍요롭고 의미 있는 삶을 영위하도록 하는 것이다. 이것은 지적장애 학생의 음악교육 목적과도 일치한다. 지적장애 학생은 지적 결함과 사회적 발달이 저조하고 음악 능력이 일반학생에 비하여 낮지만 이들에게도 음악 능력 향상에 초점을 둔 음악 수업이 이루어진다면 음악 능력의 발달은 물론 음악적 심성도 함양되리라는 전제 아래 본 연구를 실시하였다.
또한 지적장애아에게 있어서 음악교육은 음악성의 개발이라는 음악 그 자체의 목적 뿐 아니라 음악교육을 통하여 지적장애아에게 있어서 문제시되는 언어적 문제, 감각이나 운동력 장애, 사회적 행동향상에 효과적인 동시에 잠재능력의 개발과 창의력 신장, 정서 순화의 기회를 제공하기 때문에 지적장애아의 음악교육은 매우 깊은 의미를 담고 있다고 볼 수 있다.
이 연구를 모든 지적장애아에게 일반화하기에는 개인차가 너무 커 개념이해식 학습과 획일적인 수업은 어려운 실정이었다. 이러한 점을 보안하여 이들에게도 수준별 음악 수업이 이루어졌을 때 음악 능력이 향상되는 것을 알 수 있듯이 교수·학습 모형을 학생들에게 적합한 학습 목표와 개인 학습 활동을 제시하였다.

다국어 초록 (Multilingual Abstract)

It dose not need to be mentioned about the influence of music on human"s action, feeling and emotion since it already has been proved by many studies and experimentations. Especially, hor mentally retarded children who have a physical and mental disability, music can has both value as an education method and cure method. generally, the concept of a mentally retarded child has two meanings which are low intellectual power and social ability.
Music activity helps a mentally child to purify emotion, experience harmonized esthetic world and develop musicality.

lt is also correct problem of verbal communication and perception, excess action causing by frustration, and sense and movement itself of a mentally retarded child. In addition, it can mark a mentally retarded child feel a sense of belonging to a group, confidence and fulfillment and develop sociality.
Therefore, this study focus on the effects of music education for a mentally retarded child, it also researches about singing, instrumental music education of Carl Orff, Zoltan Kodaly, and Jaques Dalcroze.

The methon of Orff"s music education applies variously 개an education focusing on movement and claims that it has to be express naturally through music. Kodaly says that the cramming system of education in music education is meaningless. Lnstead, a mentally retarded child can realize the music activity's pleasure through the hand sign and organizing the concepts of music. Dalcroze insists that the origin of music is from human's feeling, and the feeling can be expression of movement and action. Dalcroze created eurhythmics which is a map of fusion between music and physical movement through a experiment of physical reaction to music. He also created teaching methods, sing by syllable names and improvisation, using the principle and methods of music education which found through eurhythmics map.

Among signing, instrumental music and listening education for a mentally retarded child, the signing education have an influence on the development of language, character, and sociality. The instrumental music education improve imagination, expression ability and initiative from of visual, touching, and auditive experience. Finally, the listening education cure and correct a mentally retarded child's emotional disturbance by listening music.

This dissertation's main purpose is finding out the effect and influence of music education methods and activities on a mentally retarded student.

목차 (Table of Contents)

• 제1장. 서론 ·············································································1
• 제1절. 연구의 필요성 및 목적 ····················································1
• 제2절. 연구의 범위 및 방법 ·······················································2
• 제3절. 연구의 제한점 ································································2
• 제2장. 이론적 배경 ··································································4
• 제1절. 지적장애의 정의 ··························································· 4
• 제2절. 지적장애 학생의 음악적 특징 ···········································7
• 제3절. 지적장애학생의 음악교육의 역사적 배경 ····························8
• 제3장. 지적장애와 음악교육 ····················································10
• 제1절. 음악교육의 중요성 ·························································10
• 제2절. 지적장애아의 음악교육 방법 고찰 ····································12
• 제4장. 지적장애아를 위한 학습방안의 원리 및 방법 ················17
• 제1절. 가창지도에 의한 연구 ·····················································19
• 제2절. 기악지도에 의한 연구 ·····················································26
• 제3절. 감상지도에 의한 연구 ·····················································32
• 제5장. 결론 ···········································································45
• 참고문헌 ··················································································47
• Abstract ··················································································50
• 부록 ·························································································53