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
One of the direction and emphasis in 2007 revised music curriculum is 'the qualitative raising of Korean music education.' Thus it is desirable to investigate how Korean music has been presented in music textbooks and to look fur implications on how it should be. The purpose of this study is to investigate Korean folk songs in music textbooks fur high school and the results are as follows.
Learning factors revealing characteristics of Korean music have been increasing throughout the 5thㆍ6thㆍ7th curriculum but most of them are presented in the part of Western music.
Most of the Korean folk songs in textbooks are about Gyeonggi-do and popular folk song. For Jangdan, 'Gutgeori and Semachi Jangdan' is common. In the 5th and 6th curriculum, there is a song written by more than two Jangdan. That is the one that is arranged, Also there appeared a lot of problems when Jangdan is replaced by meter. That is, instead of showing the structure of Jangdan, a song is interpreted through the Western system of meter or divided by bar. In the 7th curriculum, songs and Jangdan is mostly marched. In addition, throughout the curriculums, staff notation is mainly notated and Jeongganbo is secondary for instrumental activities. The form of singing music is arranged into a chorus in the fifth and 6th curriculum and a single melody in the 7th curriculum.
In the learning activities and consolidation, Bagyeon waterfall is investigated in terms of rhythm and melody. For rhythm, clapping rhymes and syncopation are mainly used, and other terms of Western music like tie or accent. For Jangdan, it is pointed out that se of Jangdan is marked at beat and 'the change se' which matches with musical piece is stressed out. Melody is examined with musical note. Throughout the 5th and 6th curriculum, a collection of Korean art song is contained. In the 7th curriculum, except one publisher, standard musical note is collected However, as a result of comparing melody, musical note in the collection of Korean art song is similar to one in the standard musical note. Most of melody is related to scale and its constituent sounds different are different in spite of analysing the same musical note. Also when explaining Gyeonggi-do folk song by dividing gyemyeonjo and pyeongjo.
Although much has been improved in the seventh curriculum, Korean folk song is still presented using the system of Western music. From now on, Korean folk song should be presented along with Korean music language. Also systematic research and discussion needs to be done.
Learning factors revealing characteristics of Korean music have been increasing throughout the 5thㆍ6thㆍ7th curriculum but most of them are presented in the part of Western music.
Most of the Korean folk songs in textbooks are about Gyeonggi-do and popular folk song. For Jangdan, 'Gutgeori and Semachi Jangdan' is common. In the 5th and 6th curriculum, there is a song written by more than two Jangdan. That is the one that is arranged, Also there appeared a lot of problems when Jangdan is replaced by meter. That is, instead of showing the structure of Jangdan, a song is interpreted through the Western system of meter or divided by bar. In the 7th curriculum, songs and Jangdan is mostly marched. In addition, throughout the curriculums, staff notation is mainly notated and Jeongganbo is secondary for instrumental activities. The form of singing music is arranged into a chorus in the fifth and 6th curriculum and a single melody in the 7th curriculum.
In the learning activities and consolidation, Bagyeon waterfall is investigated in terms of rhythm and melody. For rhythm, clapping rhymes and syncopation are mainly used, and other terms of Western music like tie or accent. For Jangdan, it is pointed out that se of Jangdan is marked at beat and 'the change se' which matches with musical piece is stressed out. Melody is examined with musical note. Throughout the 5th and 6th curriculum, a collection of Korean art song is contained. In the 7th curriculum, except one publisher, standard musical note is collected However, as a result of comparing melody, musical note in the collection of Korean art song is similar to one in the standard musical note. Most of melody is related to scale and its constituent sounds different are different in spite of analysing the same musical note. Also when explaining Gyeonggi-do folk song by dividing gyemyeonjo and pyeongjo.
Although much has been improved in the seventh curriculum, Korean folk song is still presented using the system of Western music. From now on, Korean folk song should be presented along with Korean music language. Also systematic research and discussion needs to be done.
#민요
#고등학교 음악 교과서
#제5차 음악과 교육과정
#제6차 음악과 교육과정
#제7차 음악과 교육과정
#장단
#민요 교육
#정간보
#오선보
#박연폭포
#학습활동 및 학습 정리
#Korean folk songs
#Music textbook for high school
#the 5the curriculum of Music
#the 6th curriculum of Music
#the 7th curriculum of Music
#Jangdan
#staff notation
#Jeongganbo
#learning objectives and consolidation
#education of Korean folk songs
#Bagyeon waterfall
목차
Ⅰ. 서론
Ⅱ. 고등학교 음악과 교육과정의 국악 관련 내용 검토
Ⅲ. 고등학교 「음악」교과서에 수록된 민요 분석
Ⅳ. 결론 및 제언
〈참고문헌〉
부록
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