初等敎員 任用考査의 音樂實技 評價 改善方案 硏究

이동남(Lee Dong Nam)(李東南) 국립국악원 1995 국악원논문집 Vol.7 No.-

The current Bxam for Elementary Teachers was installed in 1991 to favor teachers who graduated from national education institutes and teachers universities which was declared unconstitutional to the rights of all teachers. This new system implemented in 1991 brought on much concern to the graduates of educational institutes along with the elementary teachers already in schools for the reason that teaching on the elementary level carries very special characteristics. Being that the form of education received from an institute specializing in elementary level education, which is different from an ordinary university which breeds industrial careers and leaders are unique in its teaching methods these graduates cannot easily switch careers after leaving the schools. Also much criticism has been abound in seminars and academic meetings about its problems and needed changes as well. The evaluation system for applied (practical) music are discourse and interview, but often interview and applied music evaluation are held in the same manner with art and physical education. Although its classification may be the same with art and physical education the scoring system for applied music has problems in the way a candidate is evaluated, the biggest being the exclusion of traditional music. When it is said that one of the most important skills for and elementary educator 10 have is applied skills, one must have equal skills in both Korean and Western music. With this problem in mind a paper was presented 10 the National Center for Korean Traditional Performing Arts in June of 1994 regarding the improvement plan for the education of Korean traditional music to elementary and junior level schools. Its summary is as follows. First, applied music exams must not be passed off behind an interview as it is done now but be treated as a separate entity. If the system should remain the way it is, it would be no better than making formal claims of a real evaluation. Also, the scope, content, and method of the exams should be announced and available in writing at least 6 months in advance for the examinees to prepare properly. Second, in order to keep to the highest quality that should be expected of the education universities, the subject of practical music evaluation must not on.ly be of the organ but include sight reading and singing along with the evaluation of the most widely used instrument in the classrooms the recorder. And most importantly the ability to play changgo and tanso along with the knowledge of other Korean instruments must be included in the exams. As the piano is a necessity in Western music education. Last, to keep a fair system of assessment by the evaluators, guidelines should be set forth and made public beforehand and readily avaliable. Changgo which underlies all traditional music is a must and as the tanso is a very easily potable instrument, it is a good practical instrument for education purposes. Third, in the actual assessment of an individual, there is the problem of physical time, whereupon there isn t really enough time to evaluate all of the above qualities in a candidate. In order to solve this problem, although it may not be wise or reasonable to assess all the above qualities, it is still important to equally test both the traditional and Western music skills as explained above. So, evaluation should include the resting of the organ and tanso skills and to leave changgo recorder and sight reading/singing as a choice subject. The choice subject can bo left for the city s educational board to choose one subject each year as the additional subject of evaluation. Fourth, the scope of the test should be narrow as it currently is, befitting that of the elementary level. Already it would be a full task to learn tanso, changgo, recorder, organ and such.

전통문화와 판소리의 이해

이동남 중앙승가대학교 1987 僧伽 Vol.4 No.-

급속 열처리시킨 Al0.24Ga0.76As/In0.15Ga0.85As/GaAs 슈우도형 고전자 이동도 트랜지스터 구조의 Photoluminescence 특성

이동율,배인호,신영남 한국물리학회 2002 새물리 Vol.45 No.5

Using photoluminescence (PL) spectroscopy, we have investigated the optical characteristics of a delta-doped Al0:24Ga0:76As/In0:15Ga0:85As/GaAs pseudomorphic high electron mobility transistor structures after rapid thermal annealing(RTA). In the PL spectra measured at 12 K, a transition from the first electron subband to the second heavy hole (E1-H2) at 1.354 eV is newly observed at annealing temperatures above 650 C. The presence of the E1-H2 intersubband transition can be explained by the high availability of holes in the second heavy-hole subband, resulting from an increase in the effective well width of the InGaAs valence subband caused by a decrease in the band bending and a decrease in the density of the two-dimensional electron gas during the RTA process. 급속열처리시킨 델타~도핑 Al0.24Ga0.76As/In0.15Ga0.85As/GaAs 슈우도형 고전자 이동도 트랜지스터 구조의 광학적 특성을 photoluminescence(PL)방법을 이용하여 조사하였다. 650 C이상의 온도에서 열처리한 시료의 12K PL 스펙트라에 대해 첫번째 전자 준위와 두번째 무거운 정공 준위의 재결합(E1-H2)에 의한 신호가 약 1.354eV 에서 새롭게 관측되었다. 12K PL 스펙트라에서 E1-H2 전이의 관측은 급속 열처리 후에 InGaAs 양자우물 형태의 변화와 2DEG 밀도의 감소의 결과로 InGaAs 가전자띠의 두번째 부띠(H2)의 정공 밀도의 증가에 기인된 것이다.

漢陽産業誌 發刊에 붙여

李東男 한양대학교 산업대학원 1983 漢陽産業 Vol.1 No.2

산업대학원의 원우지인 한양산업이 창간된지도 반년이 지나 그 제1권 Vol.2를 발간하게 된것을 경하해마지 않는 바입니다. 제 34대 산업대학원 총학생회에서 회지창간호를 발간하면서 그 어려움이 얼마나 있었던가를 생명의 탄생에 비유하여 하나의 생명이 태어나기에는 뼈가 으스러지는 아픔이 따르듯이 하나의 역사적사실을 창조하기에는 숱한 애환과 고통이 따르게 마련이라는 표현을 하였읍니다만 이를 이어 받아 제1권 Vol.2를 발간하는 것도 창간에 못지 않는 노력이 필요하다는 것을 느꼈읍니다.

초등(初等) 국악교육(國樂敎育)의 발전(發展) 방향(方向)

이동남 서울敎育大學校 初等敎育硏究所 1997 한국초등교육 Vol.9 No.2

전래동요 교육의 제 문제

이동남 한국전통음악학회 2001 한국전통음악학 Vol.- No.2

2007 초등 검정 음악 교과서의 국악내용 분석

이동남(Dong-nam, Lee) 한국국악교육학회 2011 국악교육 Vol.31 No.31

본고는 2007 국정 3?4학년 교과서의 국악내용의 여러 문제점이 5 6학년 검정 교과서에 미친 어떤 영향을 미쳤는지를 중심으로 검정 교과서의 문제점을 교 분석한 글인데 논의에서 제기되었던 문제점을 바탕으로 몇 가지 제언하면 다음과 같다. 첫째, 학년별 연계성도 중요하지만 잘못되었거나 수준에 맞지 않는 내용은 반영하지 말아야 한다. 악순환의 반복을 막기 위함이다. 둘째, 교과서에 교육과정의 내용을 반영하는 것은 당연한 일이나 잘못되었거나 수준에 맞지 않는 내용은 반영하지 말아야 한다. 악순환의 반복을 막기 위함이다. 셋째, 국악이론을 외곡하거나 없는 내용을 함부로 창작해서 사용하지 말아야 한다. 장단에 있어 ‘<’ 부호를 함부로 표기한다든가 역사성을 무시하고 ‘대취타’에 장구를 편성하는 등의 행위를 예로 들 수 있다. 넷째, 제재곡은 초등 학생들이 쉽게 접근할 수 있도록 전래동요를 중심으로 향토색이 짙은 토속민요와 시김새가 없는 단순한 형식의 통속민요가 바람직하다. 다섯째, 민요곡명에서 가급적 ‘노래’라는 명칭을 사용하지 말아야 한다. 국악에서 ‘노래’와 ‘소리’는 엄연히 다르다. ‘멸치잡는노래’가 아니라 ‘멜후리는소리’로 써야한다. 여섯째, 민요의 생명은 지역성이나 향토성에 있다. 따라서 가급적 현대어나 표준어로 바꾸지 말고 방언을 살려야한다. ‘거문도뱃노래’를 ‘거문도노젓는소리’로 바꾸어야 한다. 일곱째, 민요악보를 보면 원곡의 가락과 가사는 물론이고 곡명까지 임의로 바꾸어 실은 것을 볼 수 있는데 원곡을 왜곡시키는 일은 절대 해선 안된다. 여덞째, 장단보는 정간보만을 써야한다. 서양악보를 혼용할 경우에는 쉼표가 없는 악보를 사용해야 하고, 형평성을 고려하여 정간보의 마지막 정간에 ‘겹세로줄’을 표시하여야 한다. This thesis examines how a number of problems of Korean traditional music contents in 2007 national textbook for 3,4, grade affects to 2007 national textbook for 5,6 grade, Based on arguments in the thesis, the problems can be sum up as below. First, though the connectivity between grades is important, contents which are wrong or imply unsuitable level of knowledge can't be reflected. It's for preventing vicious circle. Second, it is resonable to contents the contents of eutticu1um in textbook, contents which are wrong or imply unsuitable level of knowledge can't be reflected Third, distorting the Korean national Music theory to inserting unauthorized contents should be restricted Fourth, for the easy access to elementary school children, with the traditional nursery rhymes as a center, the songs rich in local color and simple form of folk songs without 시김새 are suitable for the textbook.

현행 국민 학교 단소 교육의 문제점과 개선 방안

이동남 서울敎育大學校 初等敎育硏究所 1992 韓國敎育論叢 Vol.4 No.-

國樂曲에 있어서의 變奏方法에 대한 硏究

李東南 서울 敎育大學校 1989 論文集 Vol.22 No.-

2007 초등 검정 음악 교사용지도서의 국악내용 분석

이동남 ( Dong Nam Lee ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.3

본고는 2007 검정 5, 6학년 교사용지도서에 나타난 국악내용의 문제점을 분석한 글로써 나타난문제점을 보면 정간보의 ‘끝금’을 정간 안에 잘못 표시하고 있고, ‘북’이란 없는 악기를 사용하고 있으며, ‘< ’ 부호의 의미도 모르고 아무 곳에나 표시해 놓고 있다. 또한 ‘대취타’에‘장구’를 잘못 포함시키고 있고, 굿거리장단에서 끝박은 상황에 따라 ‘더러러러’나 ‘덕’으로 칠 수 있는 것인데 이를 ‘다는형’과 ‘맺는형’으로 이론을 창작하고 있다. 이뿐만이 아니라 단소와 관련하여 음역을 원칙도 아니고 현장과도 맞지 않는 ‘仲’에서 ‘□’으로 표시해 놓고 있고, 기준음 ‘黃’의 음고를 ‘Eb’으로 하여 시창을 불가능하게 만들어 놓았으며, 단소보는세로정간보를 쓰면서 장단보는 가로정간보를 쓰는 모순을 범하고 있다. 이 외에도 지역성과 향토성을 생명으로 하는 민요의 곡명과 가사에 방언을 살려 쓰지 않는 등 다수의 문제점을 발견할 수있다. I examined the problems related to the Korean national music contents put on the 2007elementary school music textbook. Among the many problems found, there are some important things that have to be addressed. First, ‘Ending line’, the ending sign, has to be drawn as a bold line on the outside of the last Jeonggan, but in most cases, it is drawn in the Jeonggan. Second, the name ``Drum`` in the explanation of Pansori is wrong name. There is no musical instrument named ``Drum``, Third, it is a serious problem that the sign ‘<’ is wrongly recorded on the rhythm score. Although the ‘<’sign must be marked at the 9th beat in the 12 beat rhythm, it is used recklessly. Fourth, today``s Daechita is passed down on the tradition of Jeonbugochi which is played by Chigosue of the Joseon dynasty. Janggu is included in the Hubugochi which is played by 3 musicions, with Piri, Daegeom,Haegeom not Daechita. Nevertheless, some manuals count Janggu as the instrument for Daechita,Fifth, Some manuals have wrong explaination of the rhythm ‘Gootggerri’. They says that if the rhythm ends with ‘더러러러’, it is ‘Danun form’, and if the rhythm ends with ‘Duck’, it is ‘Ending form’. This is all created. In the rhythm ‘Gootggerri’, the explanation has to be like this; "the last beat can be either ‘더러러러’ or ‘Duck’”. The saying ‘Dalgo Matnuenda(달고맺는다)’ is the term indicates 12 beat rhythm such as ‘Gootggerri’ ‘Joongjoongmorri’,‘Jajinmorri’ with the term ‘Milgo, Phunda’, Sixth, although the range of Danso is from ‘夾’to ‘□’ in theory, only the notes from ‘仲’ to ‘□’ are used in general school education. Some manuals says the range is from ‘仲’ to ‘□’. This is not only inappropriate but also against the rule., Seventh, some manuals marks the level of the standard note ‘黃’ as ‘Eb=黃’. This is inappropriate since it is imppossible for student to read and sing the note with accidental mark. The mark has to be like this; ‘D=黃’. Eighth, while flat Jeongganbo is used as a rythim score, vertical Jeongganbo is used as a danso score. In today``s school education both Jeongganbos and staff notations are used in combination.