부여지방민요 <산유화가>의 연구를 통한 음악 교육적 활용방안 = A Study on Sanyouhwaga in Buyeo for Music Education

다국어 초록 (Multilingual Abstract)

Our traditional music expresses Koreans' cultural feelings. It is obvious that we are to present our cultures to the world proudly.
Korean music, one of our cultural assets holds the Korean spirits, so the boards of education need to preserve it very cautiously as well as the students who learn to love Korean music. This preservation must be continued, and this research was done to pass our ancestors' culture to our descendants.
One of the major reasons that we are to be taught in musical educations is that we need to strengthen the bonds which has passed down our ancestor's traditional musics to this time. Another reason that students are to be taught in musical educations is this: students have to learn to understand why we need to love our music.
However, most Korean music teachers don't take this way of teaching seriously, and our cultures which has passed down to this day seem like fading away.
This research is about researching Sanyouhwaga, one of our traditional musics which was passed down in Buyeo, Chungnam, and to present this piece to our middle school activities.
Sanyouhwaga was registered one of Chungnam's intangible cultural properties in December 31st, 1982. It is still passed down to this day. Sanyouhwaga, is now preserved mainly around Buyeo.
This piece is to be researched in order to make it an useful source for students and to understand them to love our traditional music.
In the point of educations which requires moving the heart, any educations which have some connection with our cultures can effect to us in a positive way.
First, Sanyouhwaga's origin comes from the ancient times of the Three Kingdoms, in Buyeo, which was the capital of Baekje. This song was originally sang by the farmers of Buyeo. Sanyouhwaga is played into five parts.
Second, songs played in Buyeo is mostly made up of four notes only: mi, la, si, do. The songs can be sang in questioning & answering, exchanging, and originating. Originating can be sang in two more parts: affection and acute. Singing in unison is when everyone participated in the chorus sing the same notes and words from the beginning to the end.
Third, by the words of the song, we were able to tell how the common people lived in the past. The words are mainly about people's beliefs, works, loves, complains, and hopes. This tells more about the traditions displayed in Buyeo in the past. Even in their darkest hours they always had faith, kindness and unbreakable passions upon others, patriotism, and piety.
Fourth, Sanyouhwaga's specific matters and the words had a very close connections to other songs played in the same district. Their words, vocalization, and rhythm were somewhat in affair along the others.
Fifth, as it passed down from generations to generations, the song itself changed more and more, as well as the people's life as they rewrote the notes and the words. Even though we cannot vouch for the fact, but merely advert to it for being authentic, it is said that the original song contained many vocabularies that is not understood in these days. Even so, we must try to revive our original song to its original state by studying the comparisons between other songs that were played there.
Middle and high school students are required to learn about our music and to feel our spirits through the flow of the music.
In the point of educations which requires moving the heart, any educations which have some connection with our cultures can effect to us in a positive way.
We researched about Sanyouhwaga's origin, characteristics, and any specifical matters in its musical flows. By researching these matters, we were able to find out more about this music.

목차 (Table of Contents)

• 목차 = i
• 제Ⅰ장. 서론 = 1
• 제Ⅱ장. 민요의 개념과 산유화가 = 3
• 1. 민요의 분류와 특성 = 3
• 2. 현존 산유화가의 분류 = 8
• 제Ⅲ장. 부여 세도지역 산유화가 분석 = 12
• 1.산유화가의 의미와 백제가요적 성격 = 12
• 2. 부여 산유화가의 내용분석과 특성 = 17
• 제Ⅳ장. 중학교 음악 교육의 일환으로서의 산유화가 = 31
• 1. 민요의 지도방법과 교육교재의 필요성 = 31
• 2. 산유화가 지도실시 = 35
• 3. 기존교과와 산유화가의 연결지도 방안 = 67
• 제Ⅴ장. 결론 = 71
• 참고문헌 = 74
• ABSTRACT = 76