지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
In the instruction of appreciating poems, studies on rhythm should be focused on familiarizing students with phonetic structures of each poem, rather than standardized patterns of metrical performance or metrical competence. To this day, metrics, the abstract metrical patterns, far detached from individual poetic works, has been the subject of education on rhythm. Similarly, some fixed metric rules have been applied to individual poems, marring possibilities of diverse perceptions, due to the lack of understanding that rhythm in free verse incorporates not only linguistic but psychological aspects as well.
In this situation, it is necessary that instructions on rhythm start from a proposition that individual poetic works can possibly be perceived as different rhythms among their readers, each of those conceived rhythms creating its own esthetic values. Here, one must take into account some factors and special qualities constituting rhythm. First, the qualities of rhythm refer to constant repetitions and pauses of quantity of sound; phases, long sounds, pith, loudness and energy according to the changes in the number of sound. Second, rhythm is the constituent whole of the poem. Third, rhythm is waves created through utterances and has close relationship with speech. Fourth, rhythm can go through modifications within poems by way of shifts and repetitions.
In this framework, instruction on rhythm in free verse can be connected to appreciation of poetic works. This is a process in which readers are re-quired first to read silently and then aloud; second, to connect the reading of the poem with various elements of rhythm; third, to understand meter and to correct his/her reading of the poem; fourth, to find various rhythms in individual poems and to decide their poetic effects; fifth, to rebuild the reader’s own phonetic structure and to make a teaching plan for reading aloud.
In this situation, it is necessary that instructions on rhythm start from a proposition that individual poetic works can possibly be perceived as different rhythms among their readers, each of those conceived rhythms creating its own esthetic values. Here, one must take into account some factors and special qualities constituting rhythm. First, the qualities of rhythm refer to constant repetitions and pauses of quantity of sound; phases, long sounds, pith, loudness and energy according to the changes in the number of sound. Second, rhythm is the constituent whole of the poem. Third, rhythm is waves created through utterances and has close relationship with speech. Fourth, rhythm can go through modifications within poems by way of shifts and repetitions.
In this framework, instruction on rhythm in free verse can be connected to appreciation of poetic works. This is a process in which readers are re-quired first to read silently and then aloud; second, to connect the reading of the poem with various elements of rhythm; third, to understand meter and to correct his/her reading of the poem; fourth, to find various rhythms in individual poems and to decide their poetic effects; fifth, to rebuild the reader’s own phonetic structure and to make a teaching plan for reading aloud.
목차
1. 문제제기
2. 운율의 특질
3. 운율과 감상교육
4. 운율교육의 교수ㆍ학습의 설계
5. 결론
참고문헌
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2009-811-016459514