신체활동을 통한 유아리듬 지도에 관한 연구 : 6, 7세 유아를 중심으로

다국어 초록 (Multilingual Abstract)

Rhythm is the most important element in the basic concepts of music and it affects physical, cognitive and emotional development of human beings. Creative physical activity is effective to musical learning, especially rhythm.
The purpose of this study is to identify characteristics of 6- to 7-year-old children and musical abilities who can benefit a lot through physical movements.
The motor sense of muscles as the characteristics of physical developments of 6- or 7-year-old children is developed rapidly in this period. Children's life and movement are connected with rhythm very closely. Many teaching methods to let them express and feel naturally was studied through lots of literature.
The theoretical background of this study is the educational ideology and methodology of teaching rhythm of Dalcroze, Kodaly and Orff who affect contemporary music education a lot. On the basis of these theories, a concrete sequential teaching plan was suggested in connection with rhythm and motion. The commonness of the three theorists in methodology of teaching rhythm is that teaching rhythm is the starting point of music education and early education is most desirable and that all methods of teaching rhythm have a series of stages as an experiential learning through participation. Moreover, their ultimate purpose in teaching rhythm is to develop creativity and to receipt beauty of music through repeated practice and precise learnings.
The lesson plan is made of 10 week course. This is the recreation-centered, learner-oriented teaching method that children participate by themselves. It is also the combination of physical movements and rhythm patterns. So its purpose is to make children understand the basic concepts of music, learn rhythm implicitly, develop their potential music talent. To meet this end, teacher's important role is to make children feel and enjoy their activity. Teacher should accept children imaginative thinking as an opportunity of free music activity with open mind and be an assistant to make children express actively and creatively. At last, the educational environment should be arranged to let children act freely and raise the quality of music education as an effective rhythm education.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 방법 = 3
• 3. 연구의 한계점 = 3
• II. 이론적 배경 = 5
• 1. 유아 음악 교육의 필요성과 중요성 = 5
• 2. 유아의 음악적 능력 및 발달 = 6
• (1) 연령별로 나타내는 음악성 발달과 능력 = 6
• 1) 6-7세 아동의 성장 발달과 음악적 감수성 = 10
• 2) Jean Piaget와 Jerome Bruner의 인지발달 이론 = 15
• 3) 인지발달 이론에 따른 유아 음악교육 = 17
• (2) 유아기의 창의성 = 21
• 1) 창의성의 개념 = 21
• 2) 유아의 창의성 표현 및 창의성 유아의 특징 = 25
• 3. 유아 리듬지도를 위한 각 방법론 = 29
• (1) Emile Jaques-Dalcroze의 리듬지도 방법 = 29
• (2) Zoltan Kodaly의 리듬지도 방법 = 36
• (3) Carl Orff의 리듬지도 방법 = 39
• (4) Dalcroze, Kodaly, Orff의 리듬교육에 관한 비교 = 42
• III. 리듬과 신체동작 = 49
• 1. 리듬 = 49
• (1) 리듬의 의미 = 49
• (2) 리듬의 필요성 및 중요성 = 51
• (3) 유아의 리듬 교육 = 53
• 2. 신체동작 = 55
• (1) 유아학습에서의 신체동작의 의의 = 55
• (2) 유아의 신체동작과 리듬의 발달 = 57
• (3) 음악요소와 신체동작의 유형 = 58
• (4) 창의적인 신체동작 = 60
• IV. 신체활동을 통한 리듬지도안 = 62
• V. 결론 = 103
• 참고문헌 = 105
• ABSTRACT = 109