통합교과에서의 오르프 교수법 적용의 의의와 실천 방안: 즐거운 생활 과의 리듬지도를 중심으로

함성규 한국음악교육학회 2014 학술세미나 및 연수회 Vol.2014 No.-

청소년 자원봉사활동의 실제적 접근에 관한 연구

함성규 한영신학대학교 출판부 2012 한영연구논문 Vol.4 No.-

오르프 교육개념을 적용한 음악 교과 중심의 초등학교 통합수업 프로그램 개발

함성규,이연경 한국피아노교수법학회 2019 음악교수법연구 Vol.20 No.2

There has recently been an educational trend allowing school teachers more flexibility in curriculum implementation in regard to planning of teaching contents. For professional development, school teachers need to acquire the teaching competencies to introduce multidisciplinary or interdisciplinary curriculum on education. The 2015 revised national music curriculum proposes the music teaching approach interrelated with other subjects of arts in order to cultivate six musical competencies of students. Thus, this study developed an integrated educational program focused on music subject by examining and applying Fogarty’s integrated instructional models and the integrative music teaching method of Orff. This program consists of a series of lesson plans for the 3rd and 4th grade elementary music classes to present the pedagogical ideas for devising actual learning activities. It is expected that the integrated educational program proposed in this paper will suggest new directions for music education and have an effect on improving the teaching competency of elementary school teachers and promoting musicianship of learners. 최근 교육현장에서의 교과 교육과정 운영은 교사들에게 보다 많은 자율성을 부여하고 있으며 이를 토대로 교육과정 재구성 및 교과 내・교과 간 통합을 위한 통합수업 전문성 함양을 요구하고 있다. 또한 2015 개정 교육과정은 여섯 가지 음악 역량 함양을 위한 중요한 교수방법으로서 음악과 타 예술 영역 및 교과와의 연계를 강조하고 있다. 이에 본 연구는 포가티(R. Fogarty)의 통합수업 모형과 오르프(C. Orff)의 통합적 교육개념에 대하여 고찰하고 이를 토대로 음악 교과 중심의 통합수업 프로그램을 개발하였다. 실제 지도의 사례를 제시하기 위해 초등학교 3, 4학년군을 대상으로 개발된 이 프로그램은 오르프 교수법이 적용된 일련의 교수・학습과정안으로 구성되어 있다. 교육과정 및 교과 내용의 재구성을 기반으로 한 통합교육의 활성화는 음악수업에 대한 새로운 방향을 제안하게 되어 초등교사들의 전문성 함양 및 학습자들의 음악적 역량의 신장에 기여할 것으로 기대된다.

우리나라 음악 교육과정의 창작 내용 고찰과 외국 음악 교육과정과의 창작 내용 및 성취기준 비교 연구

함성규,승윤희 미래음악교육학회 2023 미래음악교육연구 Vol.8 No.2

Revision of the national curriculum dramatically influences the direction of class and research. One of the significant changes in the revised music curriculum in 2022 is that "creating" is introduced as an independent area. This study aims to examine the changes in the creative content of the Korean music curriculum according to the curriculum revision and to compare and analyze the creative content of the 2022 revised music curriculum and the music curriculum in foreign countries. This study reviewed the social background of each revision, from the first to the revised curriculum in 2022, and also examined and analyzed the creative content introduced in each revision. The revised music curriculum in 2022 was then compared with the music curricula in foreign countries (Germany, the United States, Singapore, and Canada), focusing on creative contents and achievement standards. The results of the examination of the changes in the music curriculum content showed that creative activity was introduced first by concentrating on important points, then in the form of achievement standards. Moreover, regarding core capacity, the 2022 revised music curriculum emphasized creativity and self-directed competencies in creative activities. The foreign music curricula were then analyzed in comparison with the Korean curriculum in regard to their contents, levels, and methods of creative activities. This research is expected to emphasize the importance of creative activities in schools in the future and serve as a foundation for follow-up research related to creative activities by spotlighting the specification in the 2022 revised music curriculum of "creating" as an independent area. 국가 교육과정의 개정은 교과의 수업 및 연구 방향에 큰 영향을 끼친다. 2022 개정 음악 교육과정의 주요 변화 중 하나는 ‘창작’이 독립 영역으로 제시된 점이다. 본 연구는 교육과정 변천에 따른 우리나라 음악 교육과정 창작 내용의 변화 양상을 초등학교 3~6학년을 중심으로 고찰하고, 2022 개정 음악 교육과정과 외국 음악 교육과정을 ‘창작’ 중심으로 비교 분석하는 데 목적이 있다. 이를 위해 제1차 교육과정부터 개정 시기마다 주요하게 작용해 온 사회적 배경을 살펴보고 교육과정 변천에 따라 음악 교육과정에 제시된 창작 내용을 분석하였으며, 2022 개정 음악 교육과정과 외국의 음악 교육과정을 창작 내용 및 성취기준 중심으로 비교하 여 제시하였다. 연구 결과, 음악 교육과정의 내용(체계) 제시 방식의 변화에 따라 창작활동에 서도 내용이 요목 중심, 성취기준 중심의 순서로 제시되어왔으며 핵심역량과 관련하여 2022 개정 음악 교육과정에서는 창작활동에서 창의성 역량과 자기주도성 역량이 강조된 것으로 나 타났다. 외국 음악 교육과정으로는 독일, 미국, 싱가포르, 캐나다의 음악 교육과정을 선정하여 우리나라와 각 나라의 음악 교육과정 내 창작활동의 내용, 수준, 방법 등의 비교 결과를 기술 하였다. 본 연구는 창작을 중심으로 2022 개정 음악 교육과정을 조명함으로써 향후 학교 현 장에서 창작활동의 중요성을 강조하고 창작 관련 후속 연구를 활성화시키는 토대가 될 것으 로 기대한다.

2015 개정 음악과 교육과정에 따른 초등학교 음악 교과서의 오르프 교수법 내용 및 활동 분석

함성규(Seong Kyu Hahm) 한국교원대학교 초등교육연구소 2023 초등교과교육연구 Vol.38 No.-

The Orff method, a notable music teaching method of modern times, is widely applied to music education inside and outside schools. Analysis of the elements of the Orff method in music textbooks is important as it provides basic data for the improvement and diversification of teaching and learning methods practiced by teachers in school music classes. This study analyzes the content and activities of the Orff method in elementary school music textbooks, which follow the current 2015-revised music curriculum, by grade level and textbook, and compares the findings. The results of the study are as follows. First, the extent to which the contents of the Orff method appeared varied by textbook, and the frequency of content presentation was generally higher in textbooks of the fifth–sixth grade cluster than in those of the third–fourth grade cluster. Second, the detailed elements of the contents of the Orff method were linked to various types of musical activity; however, the focus was mainly on ‘rhythm ostinato’ and ‘singing’. Further, textbooks that presented the content more frequently had various content and activities; however, the extent of presentation of the detailed elements of content decreased as the grade cluster increased. Third, the frequency of presentation of Orff media was relatively low compared with that of content and activities. When applying the Orff method, it is recommended to use Orff media as much as possible. It is hoped that follow-up studies on the application of music teaching methods, including the Orff method, to music textbooks and the implementation of music classes based on the study results will be conducted.

Synthesis of Poly(3-(2-benzotriazolovinyl)thiophene) (PBVT) Copolymers Containing the Alkyl, Electron-transporting, and Hole-transporting Groups

장석용,홍혁진,함성규,한신호 대한화학회 2015 Bulletin of the Korean Chemical Society Vol.36 No.4

(3-(2-Benzotriazolovinyl)thiophene (BVT) containing an electron-transporting moiety was polymerized through FeCl3 oxidation. In addition, BVT was copolymerized with different functional groups: 3-octylthiophene (OT) containing alkyl groups for improving the solubility in common organic solvents; N-octylcarbazolylene (OcCz) containing hole-transporting groups for improving the optical property; and the alkyl groups for improving the solubility. Soluble π-conjugated poly(3-(2-benzotriazolovinyl)thiophene-co-3-(2-benzotriazoloethylthiophene)-co-N-octylcarbazolene) ([(BVT) n -(BET) m -OcCz2 ) y ) copolymer was synthesized. 1H NMR analysis was used to verify the structure of the polyBVT copolymers. Especially, the emission of the ([(BVT) n -(BET) m -OcCz2 ] y ) copolymer (662 nm) was red-shifted by about 64 nm, compared to that of poly(3-(2-benzotriazolo-ethyl)thiophene) (polyBET, 598 nm).

한국잔디(Zoysia japonica)와 'Suffolk' Kentucky bluegrass(poa pratensis)에서 지소지용 수준이 토양중 ${NH_4}^+$-N와 ${NO_3}^-$-N 함량에 미치는 영향

김성태,육완방,이정재,김인섭,함성규 한국잔디학회 1995 한국잔디학회지 Vol.9 No.3

This experiment was conducted to investigate the effect of the nitrogen fertilization levels on the content of $NH_4^+$-N in soil of 'Suffolk' Kentucky bluegrass and zoysiagrass. The results obtained are summarized as follows : 1.According to the nitrogen fertilization levels, the content of $NH_4^+$-N in soil of Kentucky blue-grass and zoysiagrass was not significantly different. The content of $NH_4^+$-N in soil of Kentucky bluegrass and zoysiagrass was highest in June and December and lowest in March and September. 2.The content of $NH_3^-$-N in soil was increased by increasing the nitrogen fertilization levels in both Kentucky bluegrass and zoysiagrass. However, the deeper the depth of soil the less the content of $NO_3^-$-N in soil. In 40~60cm soil depth, the content of $NO_3^-$-N in soil was lower than 10ppm in average. Even in June, which was the highest month of the content of $NO_3^-$-N in soil, the content of $NO_3^-$-N in soil was not overpassed the degree of 20ppm.