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The purpose of this study is to propose effective edcational directions of Korean traditional music in a primary school class to help children in lower grade learn it more naturally.
To achieve such an objective, we first investigate the sixth and seventh national primary school curriculum textbooks, 『Jeul-gur-un Saenghwal』 (The Joyful Life') from the view of 'the importance of the traditional music education for lower graders'. In addition, we are to take into consideration the historical changes of the national curriculum from its 1st version to the latest 7th revision. These works will be performed through comparing the musical contents of the seventh 『Jeul-gur-un Saenghwal』 textbooks of the 1st and 2nd grade with those of sixth curriculum textbooks and making sure what the differences are between them.
The results of the analyses are as follows.
Many improvements can surely be found in the seventh textbooks, which still leave something yet -to-be improved as the whole musical contents in the textbooks were examined by means of four criteria-musical notations, 'Jang-dans'(a group of specific beat stream), tones, and rhythms.
The seventh curriculum textbook is characterized much by its creative musical notation, 'Graphical score', but from its abstraction and simplifying property, it also brings the ambiguity of musical features which have to be clear at least to teachers and in some cases, it makes a few pieces harder to understand. Textbooks for the 1st graders can be regarded much improved since they obviously have more pieces of traditional music within them, including more suitable rhythms and Jang-dan's. But in the 2nd graders' textbooks, the portion of the traditional music is found to be no more than in the previous revision, weighing partially on some specific jang-dan's, and in some songs, types and structures of rhythms are rather difficult regarding the children's ability to understand them. And the 7th curriculum textbook still have something to improve to help the music class teachers who are not the experts of the traditional music even though it contributes the concrete conceptions of traditional music contents.
As a whole, the 7th curriculum textbooks have shown positive perspectives of educating the traditional music with their new attempts and changes. To make it successful in the classrooms, there must be supportive programs for cultivating teachers' abilities and skills.
To achieve such an objective, we first investigate the sixth and seventh national primary school curriculum textbooks, 『Jeul-gur-un Saenghwal』 (The Joyful Life') from the view of 'the importance of the traditional music education for lower graders'. In addition, we are to take into consideration the historical changes of the national curriculum from its 1st version to the latest 7th revision. These works will be performed through comparing the musical contents of the seventh 『Jeul-gur-un Saenghwal』 textbooks of the 1st and 2nd grade with those of sixth curriculum textbooks and making sure what the differences are between them.
The results of the analyses are as follows.
Many improvements can surely be found in the seventh textbooks, which still leave something yet -to-be improved as the whole musical contents in the textbooks were examined by means of four criteria-musical notations, 'Jang-dans'(a group of specific beat stream), tones, and rhythms.
The seventh curriculum textbook is characterized much by its creative musical notation, 'Graphical score', but from its abstraction and simplifying property, it also brings the ambiguity of musical features which have to be clear at least to teachers and in some cases, it makes a few pieces harder to understand. Textbooks for the 1st graders can be regarded much improved since they obviously have more pieces of traditional music within them, including more suitable rhythms and Jang-dan's. But in the 2nd graders' textbooks, the portion of the traditional music is found to be no more than in the previous revision, weighing partially on some specific jang-dan's, and in some songs, types and structures of rhythms are rather difficult regarding the children's ability to understand them. And the 7th curriculum textbook still have something to improve to help the music class teachers who are not the experts of the traditional music even though it contributes the concrete conceptions of traditional music contents.
As a whole, the 7th curriculum textbooks have shown positive perspectives of educating the traditional music with their new attempts and changes. To make it successful in the classrooms, there must be supportive programs for cultivating teachers' abilities and skills.
목차
Ⅰ. 머릿말
Ⅱ. 이론적 배경
Ⅲ. 『즐거운 생활』교과서의 전통음악 분석
Ⅳ. 맺음말
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UCI(KEPA) : I410-ECN-0101-2009-679-016571026