달크로즈 유리드믹스 원리에 근거한 리듬 학습: 호두까기인형을 중심으로 = A Study on the Rhythmic Learning based on the Principles of Dalcroze Method: Focused on Nutcracker Suite

국문 초록 (Abstract)

21세기의 사회 흐름에 맞추어 음악 교육에 있어서도 많은 변화가 요구되고 있으나, 효과적이고 효율적인 리듬 교육에 대한 인식과 체계적인 연구 및 현장교육에서의 적용은 여전히 구체화 작업이 필요하다. 대부분의 음악 수업에서의 리듬 교육은 악보를 보고 읽고 주입하는 지도에 그치고 있는 실정이다. 또 최근 학습자의 능동적인 신체동작교육의 중요성이 인식되고 있으나, 이러한 학습 역시 단순히 음악에 맞춰 교사의 지시에 따라 움직임을 흉내 내는 수동적인 활동들이 주를 이루고 있다. 학습한 내용을 감각적으로 느끼고 표현하는 기회가 거의 없는 것이다. 이와 같은 음악교육에 음악의 리듬요소를 신체로 표현하게 하는 달크로즈(E. Jaques-Dalcroze)의 유리드믹스(Eurhythmics) 교수법은 다양하고 적극적인 교육방법과 도구를 활용할 수 있게 하는 이론적 토대가 된다. 본 연구에서는 유리드믹스 교수법에 중점을 두어 리듬요소 및 박의 개념 등에 관해 분석하여 리듬요소 학습을 위한 활동들을 추출하였다. 그리고 달크로즈의 동작 원리(principle)와 규칙(rule) 및 달크로즈의 교수법에서 사용되었던 기본 움직임들에 관한 연구를 바탕으로 신체표현을 고안하였다. 제재곡으로 차이코프스키의 발레음악 `호두까기 인형` 중 7개의 곡을 선정하여 사용하였는데, 이렇게 고안한 신체표현을 서울신답초등학교 5학년 한 학급의 학생들에게 적용하였으며, 학생들의 활동 내용과 결과를 토대로 그 실효성과 적용 가능성을 살펴보았다. 본 연구는 리듬요소 개념 지도를 위해 악곡에 어울리는 신체표현을 제시한 것, 달크로즈의 유리드믹스 원리를 교실현장에 적용 가능하도록 효과적인 리듬 지도 기법을 제시한 것에 의의가 있다. 본 연구에서 제시된 신체표현은 효과적이고 효율적인 리듬학습 교수 전략의 가능성을 보여주기 위한 것이므로 하나의 참고 자료로 삼아 활용할 수 있을 것이다. 이 연구를 토대로 신체 동작을 통해 음악을 느끼고 표현하는 학습이 이루어진다면 음악의 개념들을 보다 쉽게 배우고 외현하는 역동적인 수업이 될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

In accordance with the stream of the 21th century music education is required of great change. But recognition and systematic research about a musical rhythm education approach whose effect and efficiency is proven leaves much to be desired. Besides, in order to apply it to class in the field, it still needs work of materialization. Musical rhythm education in most music classes is at most just an instruction of reading and cramming music. Recent music education stresses the importance of active physical movement on the part of a learner, but this kind of class is also mostly composed of passive activities mimicking movement by direction of a teacher. A learner has little chance to feel and express by means of senses what he or she learns. Eurhythmics of E. Jaques-Dalcroze imply much to traditional music education. E. Jaques-Dalcroze teaching methods, which let a learner express musical rhythm elements through physical movement, is a theoretical foundation which enables varied active education methods and tools. For this purpose the present study analyzed concept of musical rhythm elements and beats and summed up activities for class of musical rhythm elements based on Eurhythmics teaching methods, and invented new physical expressions based on the analysis into Dalcroze`s principle and rules of physical movement and basic movement used in his teaching methods. The present study selected seven songs from `The Nutcracker`, a ballet music by Tchaikovsky, and utilized them as material songs. The present study applied newly invented physical expressions to 5th grade students, Shindap Elementary School, Seoul and explored the effectiveness and feasibility of a new teaching approach based upon the students` performances and the result. The meaning of the present study is that it suggested new physical expressions suited for pieces of music to teach the concept of musical rhythm elements, and that it suggested effective methods of teaching rhythm to apply Eurhythmics principle of Dalcroze to class in the field. Physical expressions suggested by the present study show possibility of effective method of teaching musical rhythm and can be utilized as a reference for efficient music class. If music class letting students feel and express with physical movement is carried out on the basis of this study, the music class will be a dynamic one of learning and expressing musical concepts with greater ease. <Definitions of terms> A. Rhythm and rhythmicsense "Rhythm" is not just a temporal composition of long and short notes but a flow of their movement with regular change. `Rhythmic sense` is a feel for movement in either regular or irregular flow and means the balance between body and mind that perceives this flow. Therefore, rhythmicability is the personal capacity to grasp, discern and perceive the temporal relationship of musical events that proceed continuously and simultaneously, and it is the foundation of all musical activities.20) The meaning of rhythm used in Eurhythmics class includes elements of movement. B. Eurhythmics Eurhythmics is the word first used by E. Jacques-Dalcroze and it refers to his creative teaching method of rhythm, in which musical rhythm is expressed by bodily movement. Here, `Eu` means `good` and rhythm is a derivative from the Greek `rhythmos` (flow, river), meaning `flow`. That is, Eurhythmics means `a good rhythm` with an excellent expression of musical character or quality. C. Principle and Rule Mathis Lussy (1828-1910) tried to clarify the similarity among the renditions by musicians in his time in terms of phrasing, nuance and accent by listing them, and based on it, he concluded that there is a universal law in musical expression. Dalcroze, based on Lussy`s rule, defined the foundation of bodily expression. By analyzing the universal principles and rules of music, he worked on 4 principles, 15 phrasing rules, 13 nuance rules and 7 accent rules. Principles include general concepts of bodily expression, while rules are added to principlesin consideration of particular musical situation and changes. Based on such principles and rules, Dalcroze devised bodily expressions for a music class.