고등학교 음악교과서의 국악가창 지도 방안 연구 -제 7차 교육과정을 중심으로

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Study Guidance Plan of Singing Korean Classical Music in High School Music Textbook
- Focused on the 7th curriculum -


Yu-Lim Lee
Advisor : Prof. Han-Na Lee
Major in Music Education
Graduate School of Education, Chosun University


‘Music Education’ purposes to develop musical potential and creativity of students, help them express their feelings and thoughts through the music, and raise students’ quality of life so that leads them to become the whole person. Besides, musical education also leads students to understand, love, and enjoy the music an interrelationship of culture, society, and history.
Korean classical Music takes a large part of giving teenagers to have rightful value and good emotion. Therefore, it is our responsibility to learn through the Korean classical music well so that we make students aware of our national culture and they take over from us and develop it.
However, if we look at our educational curriculums 1st to 7th,a large part ofcurriculum contents take places in western(Europe and American) music.
It is true that western music has been taking a big space of musical education than Korean classical music. It happened time by time after the civilization period which brought enormous information of educational method from west. As a result, students who are educated from general schools for years mostly have enough knowledge of western music as well as expression of it while they have lack of understanding Korean classical music. Some of them even consider Korean classical music negatively. Nevertheless they learn Korean classical music from school, it is difficult for them to represent it properly because they learn it through a procedure that fits for learning western music but Korean classical music. According to above statements, it is not exaggerated even if it is stated the present musical education now is absent of an idea that the amount of western and Korean classical music have to make in a balance.
The 7th music educational curriculum system is divided into comprehensive and activity areas. Activity area is again divided into singing, performing instruments, creating, and appreciating music. Singing is most easy and basic way to get musical growth.
This project aims to find a best method for singing education of Korean classical music in eight kinds of music textbooks and raise students’ creativity and musical emotion through Korean classical music singing.
This project analyzes 7th education curriculum and Korean classical music singing part which is a core requirement of high school education curriculums in present eight kinds of music textbooks of Korean common basic subjects.
The process of this project is following.
First, it organizes varieties and characteristics of Korean classical music songs and suggests a basic guidance of singing activity by stages.
Second, it summarizes music materials through analyzing Korean classical songs in the 7th high school textbooks.
Third, it provides not only a guild proposal of singing-cored professor-studying, but also it’s unification of ‘Singing & Performing instruments’, ‘Singing & Creation’, ‘Singing & Music appreciation’.
From the past to the present, there have been lots of attempts to the elemental and functional teaching in the studying of Korean classical music singing. However, now it is time to give students more opportunities for Korean classical music singing activities by teachers’ effective education methods with various and systemized singing activities.

목차 (Table of Contents)

• 목 차
• ABSTRACT
• 제1장 서론 1
• 제1절 연구의 목적 및 필요성 1
• 제2절 연구의 방법 및 범위 2
• 제2장 국악가창 교육 3
• 제1절 가창교육의 의의 3
• 제2절 국악가창의 종류와 특징 5
• 1.민요 5
• 2. 판소리와 단가 10
• 3. 시조와 가곡 12
• 4. 가야금 병창 13
• 5. 가사와 잡가 14
• 6. 범패 15
• 7. 무가 15
• 8. 창작 노래 16
• 제3절 가창지도의 단계 17
• 1. 호흡 지도 17
• 2. 발성 지도 17
• 3. 시김새 지도 18
• 4. 장단 및 사설붙임 지도 20
• 5. 가락 지도 20
• 제3장 교과서에 나타난 국악가창 교수-학습 21
• 제1절 제 7차 교육과정의 고등학교 음악교과서에 나온 국악가창
• 곡 분석 21
• 1. 고등학교 8종 음악 교과서별 국악가창곡 현황 21
• 2. 고등학교 8종 음악 교과서의 국악가창 종류별 현황 22
• 3. 고등학교 8종 음악 교과서의 지역별 민요 현황 23
• 제2절 고등학교 국악가창의 실제 24
• 1. 가창 중심의 교수-학습 24
• 2. 가창 & 기악 교수-학습 29
• 3. 가창 & 감상 교수-학습 33
• 4. 가창 & 창작 교수-학습 43
• 제4장 결론 및 제언 48
• 참고문헌 50
• 표 목 차
• <표 1> 제창 형식 7
• <표 2> 가곡과 시조의 비교 13
• <표 3> 12가사와 시조의 비교 15
• <표 4> 고등학교 8종 음악 교과서별 국악가창곡 비율 21
• <표 5> 고등학교 8종 음악교과서의 종류별 국악가창곡 22
• <표 6> 고등학교 8종 음악교과서의 지역별 민요곡 수 23
• <표 7> 본시 학습 지도안(1/1차시) - 오돌또기 24
• <표 8> 본시 학습 지도안(1/1차시) - 몽금포 타령 29
• <표 9> 본시 학습 지도안(1/1차시) - 동창이 밝았느냐 33
• <표 10> 본시 학습 지도안(1/1차시) - 가시버시 사랑 43
• 악 보 목 차
• <악보 1> 경기 민요 : 경토리 8
• <악보 2> 동부 민요 : 메나리 토리 8
• <악보 3> 서도 민요 : 수심가 토리 9
• <악보 4> 남도 민요 : 육자배기 토리 9
• <악보 5> 육자배기 토리 - 새타령 19
• <악보 6> 수심가 토리 - 수심가 19
• <악보 7> 오돌또기 26
• <악보 8> 치기나 칭칭 27
• <악보 9> 둥당애 타령 28
• <악보 10> 몽금포 타령 31
• <악보 11> 몽금포 타령 정간보(단소 연주용) 32
• <악보 12> 동창이 밝았느냐 35
• <악보 13> 백구사 36
• <악보 14> 태평가 37
• <악보 15> 가시버시 사랑 45
• <악보 16> 어부사시사 46
• <악보 17> 민요의 음계를 이용한 전통 음악 가락 짓기 47