영화 드라마 음악을 활용한 클래식 음악 지도방안 : 2009 개정 중학교 음악 교과서 수록곡 중심으로

다국어 초록 (Multilingual Abstract)

Adolescence is an important period during which adolescents have analytical and critical views of music by experiencing various genres of music. Therefore, in the period, it is critical to get them interested in classical music. Classical music can give adolescents emotional stability and a diversity of educational effects, and thus can serve as a significant educational medium. Therefore, this study proposed a teaching method of using music in films and TV dramas in order to teach efficiently adolescents classical music.
In terms of educational effects, classical music helps adolescents have aesthetic experience and improve their thinking power and concentration through its strong structure, and thereby increases their learning effect.
Regarding the effect of music in films and TV dramas, the music helps viewers understand scenes, information, and senses, and provides an interesting factor as a twist of atmosphere. In addition, multiple soundtracks give listeners experience various musical genres.
This study investigated classical music pieces used in films and TV dramas from middle school music textbooks based on 2009 Revised National Curriculum.
As a result, eighteen middle school music textbooks based on 2009 Revised National Curriculum contained a total of 45 musical pieces, among which the most found ones were Beethoven Symphony 9 4th movement 'Ode to Joy', The 1st movement of Spring, Summer, Fall, and Winter from Vivaldi Concerto The Four Seasons, and Schubert Der Erlkonig; the least found ones were Bach Air on the G String, Beethoven Piano Concerto No.5 In E Flat Major, Op.73 'Emperor' and Piano Sonata No 8 in C minor Op 13 'Pathetique', and Bach Cantata BWV 147.
The teaching method proposed is based on three times of class.
In the first time, with Vivaldi Concerto The Four Seasons as a musical piece, students learned the composer, the background of the musical piece, and the feeling and effect of the music used in films and TV dramas.
In the second time, students, together with a teacher, appreciated 15 pieces of classical music chosen by the teacher and learned briefly the backgrounds of the pieces. After understanding a group activity method and an assignment, students in each group set up an activity plan.
In the third time, each group presented a video created for the assignment and evaluated whether the classical music in the video was used in accordance with their intention.
It is expected that the teaching method based on the three-times class will help adolescents to get more interested in classical music than before.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구의 내용과 방법 3
• Ⅱ. 클래식 음악과 영화드라마 음악 개관 4
• 1. 클래식 음악의 개념과 교육적 효과 4
• 1) 클래식 음악의 개념 4
• 2) 클래식 음악의 교육적 효과 6
• 2. 영화드라마 음악의 개념과 효과 8
• 1) 영화드라마 음악의 개념 8
• 2) 영화드라마 음악의 효과 8
• Ⅲ. 2009 개정 중학교 음악 교과서에 수록된 영화드라마 속 클래식 음악 작품 현황 12
• 1. 수록 현황 12
• 2. 수록 현황 분석 및 활용 21
• Ⅳ. 영화드라마 음악을 활용한 클래식 음악 지도 방안의 실제 25
• 1. 지도 목표 및 차시별 지도 계획 25
• 1) 지도목표 25
• 2) 차시별 지도계획 26
• 2. 교수학습 지도안 27
• 1) 1차시 27
• 2) 2차시 32
• 3) 3차시 37
• Ⅴ. 결론 42
• 참고문헌 44
• ABSTRACT 47