개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
논문을 무제한 열람 이용할 수 있어요.
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
The creation in the music class is a very important activity. In spite of its importance, the creative class hasn't got the expected results. Teachers and students find it more difficult to create the Korean traditional music, which results from the unfamiliarity to rhythm, and the tune of Korean traditional music. Creating the rhythm, one of the subjects in the education of Korean traditional music class, has played an insufficient role among whole the creative activity. And there is no sufficient academic study on that subject.
The purpose of this study is to make the study method of creating the rhythm with the type of Jajinmory beat through analyzing the mal-butchimsae of the Korean traditional children's song contained in the music text of third and forth grade. Then I have applied this study method 9 times to the 3rd grade class, and analyzed its effect on the ability to create the rhythm. The result of the class has been tested by the pre and post study, evaluation, evaluating oneself after the performance, and interview with small group.
I have found the following common features when the mal-butchimsae has been analyzed based upon the rhythm-so, Sorhythm-hyung, and Yeonu rhythm-hyung. When I have looked through the pattern of the thythm-so, '3 Jeonggan-hyung' and '2+1 Jeonggan-hyung' ate frequently used, which seems to have been caused by the fast rhythm of Jajimrory. When I have compared the Jajinmory with the locations of rhythm-so in the music, there are few common things, which suggests that the analysis on the music needs to find the inner feature of the rhythm.
The results which have studied the structure of the rhythm of the 'Buchimsae' based on the 'sorhythm-hyung' have shown that almost all the music has finished with 'maneun-hyung'. The distribution of fixed type of 'rhythmso' ar the end of the piece rather than the front is the coherence of the features of Korean music; finishing with the fixed type.
After setting the teaching plan based on analyzing the above data, and applying it to the class, I have achieved the results as followings. In the group performance, students have relatively shown the higher satisfaction on their performance, which means the group performance is considered more useful fur the students to achieve their confidence and cooperation than the individual one. The way of making the rhythm using the dice has made up fur recording the music score, and raised the accuracy. Bur it has also become the limitation fur students' creative expression. So it is important to give plenty of time fur the students to correct the musical score. When it comes to the rhythm students recorded during the class, '3 Jeonggan-hyung' is frequently used when the class is toward the end. It means that the students realize the fitness of 'Jajinmory' rhythm.
Finally, the results which have gained through the pre and post test are as followings. After the study, the students have shown the improvement of the ability in musical recording and reading. And they have achieved the concept of the bear. I have also found our the decrease in reading the musical piece with rhythm, which means that the teacher should help the students use the musical piece with rhythm after being familiar with the 'Jeonggan-bo'. The studying method fur creating rhythm of Jajinmory using the mal-butchimsae of traditional children's song can be said to improve the students' studying method.
The purpose of this study is to make the study method of creating the rhythm with the type of Jajinmory beat through analyzing the mal-butchimsae of the Korean traditional children's song contained in the music text of third and forth grade. Then I have applied this study method 9 times to the 3rd grade class, and analyzed its effect on the ability to create the rhythm. The result of the class has been tested by the pre and post study, evaluation, evaluating oneself after the performance, and interview with small group.
I have found the following common features when the mal-butchimsae has been analyzed based upon the rhythm-so, Sorhythm-hyung, and Yeonu rhythm-hyung. When I have looked through the pattern of the thythm-so, '3 Jeonggan-hyung' and '2+1 Jeonggan-hyung' ate frequently used, which seems to have been caused by the fast rhythm of Jajimrory. When I have compared the Jajinmory with the locations of rhythm-so in the music, there are few common things, which suggests that the analysis on the music needs to find the inner feature of the rhythm.
The results which have studied the structure of the rhythm of the 'Buchimsae' based on the 'sorhythm-hyung' have shown that almost all the music has finished with 'maneun-hyung'. The distribution of fixed type of 'rhythmso' ar the end of the piece rather than the front is the coherence of the features of Korean music; finishing with the fixed type.
After setting the teaching plan based on analyzing the above data, and applying it to the class, I have achieved the results as followings. In the group performance, students have relatively shown the higher satisfaction on their performance, which means the group performance is considered more useful fur the students to achieve their confidence and cooperation than the individual one. The way of making the rhythm using the dice has made up fur recording the music score, and raised the accuracy. Bur it has also become the limitation fur students' creative expression. So it is important to give plenty of time fur the students to correct the musical score. When it comes to the rhythm students recorded during the class, '3 Jeonggan-hyung' is frequently used when the class is toward the end. It means that the students realize the fitness of 'Jajinmory' rhythm.
Finally, the results which have gained through the pre and post test are as followings. After the study, the students have shown the improvement of the ability in musical recording and reading. And they have achieved the concept of the bear. I have also found our the decrease in reading the musical piece with rhythm, which means that the teacher should help the students use the musical piece with rhythm after being familiar with the 'Jeonggan-bo'. The studying method fur creating rhythm of Jajinmory using the mal-butchimsae of traditional children's song can be said to improve the students' studying method.
목차
Ⅰ. 서론
Ⅱ. 자진모리장단과 말붙임새의 관계
Ⅲ. 전래동요의 말붙임새를 이용한 자진모리형 리듬창작 학습 방안
Ⅳ. 자진모리형 리듬창작 학습 방안 적용의 결과 분석
Ⅴ. 결론 및 제언
〈참고문헌〉
참고문헌 (11)
참고문헌 신청
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
전래동요의 말붙임새 고찰 및 지도 방안 : 중중모리장단에 해당하는 악곡을 중심으로
한국민요학
2013 .08
-
초등학교 국악교육에서의 말붙임새 창작활동 적용 연구
국악교육
2014 .06
-
전래동요의 장단 분석 연구
한국민요학
2009 .04
-
초등학교 국어 교과서에 수록된 전래동요의 교육 방안
한국민요학
2014 .12
-
전래동요 ‘놀리는 노래’의 음악 분석 연구
한국민요학
2005 .12
-
일제강점기의 창작동요 연구:표현력을 갖춘 단순성
음악교육공학
2019 .01
-
국어교과서에 수록된 전래동요의 양상과 전래동요의 교육적 의미 : 해방기에서 2009년 개정 교육과정까지 초등학교 국어교과서를 중심으로
한국민요학
2018 .04
-
초등학교에서의 창작동요 수용에 관한 연구
낭만음악
2008 .04
-
전래동요 교육의 제 문제
한국전통음악학
2001 .12
-
Rethinking Rhythms: Cognitive Ethnomusicological Consideration for Vocal versus Instrumental Rhythms and Discussion about the Role of Periodicity in Rhythm
音.樂.學
2020 .01
-
굿거리장단 말붙임새의 유형과 교육적 활용 방안
국악원논문집
2017 .01
-
유아 교육을 위한 리듬놀이 실제에 관한 연구 : 민속리듬놀이 , 기구리듬놀이 춤리듬놀이를 중심으로
한국여성체육학회지
1988 .12
-
다양한 표현활동을 통한 전래동요 지도 방안
국악교육
1998 .11
-
리듬과 박의 기능적 관계
이화음악논집
2009 .01
-
통합적 유아교육과정에서 전래동요 활용
국악교육
1999 .11
-
프롤레타리아 동요의 이론과 노래에 관한 소고
음악과 문화
2018 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
홍천군 산간지역 유희요의 세대별 존재 양상 : 다리뽑기하는소리, 고무줄하는소리, 말꼬리잇는소리를 중심으로
이영식
한국민요학
2012
.08
강배 끄는 소리와 그 환경 : 일본ㆍ한국ㆍ중국
마나베 마사히로
한국민요학
2010
.12
전래동요의 말붙임새 고찰 및 지도 방안 : 중중모리장단에 해당하는 악곡을 중심으로
한윤이
한국민요학
2013
.08
민요 굿거리 장단의 이해와 교육 방안 : ‘장단의 세’와 ‘장단꼴’을 중심으로
김혜정
한국민요학
2014
.08
강강술래 중심의 유아 전통문화교육프로그램 개발 및 적용 효과
박찬목
,
김진화
유아교육학논집
2015
.10
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-673-018620291