교육과정의 변천에 따른 중학교 음악 교과서의 국악 가창 비교분석

Abstract

본 연구의 목적은 제2차 교육과정부터 현재 2015 개정 교육과정까지 교육과정별 중학교 음악 교과서 국악 가창곡의 비중과 종류, 학습활동 내용을 분석하여 국악 가창 교육의 방향을 제시하는 데 있다. 국악 가창곡의 비중 변화를 연구한 결과는 다음과 같다. 첫째, 교육과정별 국악 가창곡의 전체 비중을 살펴보면 2차 교육과정부터 2015 개정 교육과정까지 교육과정이 변화되면서 점차 증가한 것으로 나타났다. 2차 교육과정 4.55%, 3차 교육과정 14.78%, 4차 교육과정 11.09%, 5차 10.70%이며 6차 교육과정에서 23.59%로 이전 교육과정에서의 비중보다 크게 높아졌다. 그리고 7차 29.01%, 2007 개정 교육과정 30.74%, 2009 개정 교육과정 23.88%, 2015 개정 교육과정 30.7%로 나타났다. 둘째, 2차 교육과정부터 2015 개정 교육과정까지 국악 가창곡의 수록 횟수는 총 329회이며 종류별로 살펴보면 민요가 225회로 가장 많이 수록되었고 가야금병창과 시조가 3회로 가장 적게 수록되었다. 제2차 교육과정부터 2015 개정 교육과정까지 수록 횟수가 가장 많은 국악 가창곡 7곡을 중심으로 학습 요소별 주요 학습활동 내용을 분석한 결과는 다음과 같다. 첫째, 노래 부르기 학습활동에서는 ‘메기고 받으며 노래 부르기’와 ‘시김새를 살려 부르기’가 주로 제시되었다. 둘째, 악기연주 학습활동에서는 모든 곡에 ‘장구 장단 치기’가 제시되었고, ‘제재곡의 장단 알고 부르기’가 다섯 곡에, ‘단소 연주하기’는 네 곡에 제시되었다. 셋째, 신체 표현하기 학습활동에서는 동부 민요 ‘옹헤야’에 ‘보리타작하는 모습을 상상하고 신체로 표현해보기’ 활동이 제시되었으며 경기민요 ‘한강수타령’에서는 부채춤을 보고 한강수타령의 음악에 맞춰 신체를 표현해보도록 하였다. 넷째, 음악 만들기 학습활동에서는 ‘가사 지어 바꾸어 부르기’가 다섯 곡에 제시되었고, ‘가락 지어 바꾸어 부르기’는 세 곡에서 제시되었다. 다섯째, 감상 학습활동에서는 주로 제재곡과 같은 지역의 민요를 감상하거나 남도민요 ‘진도아리랑’에서는 서편제의 영화 장면에 나타난 제재곡을 감상하도록 제시되었다.|The Comparative analysis of Korean traditional music in middle school music textbooks according to the change of curriculum

Kim – Do Hyun Music Education Major Graduate School of Education Sungshin University

The purpose of this study is to suggest the direction of Korean traditional music education by analyzing the importance, type, and learning contents of Korean traditional music in middle school music textbooks from the 2nd curriculum to the current revised curriculum in 2015. The results of a study on the change of the importance of Korean traditional music are as follows. First, the overall proportion of Korean traditional music by curriculum showed that the proportion of Korean traditional music gradually increased as the curriculum changed from the second curriculum to the 2015 revised curriculum. In the 2nd curriculum, the proportion was 4.55%, 14.78% in the 3rd curriculum, 11.09% in the 4th curriculum, 10.70% in the 5th curriculum, and 23.59% in the 6th curriculum, which is significantly higher than the previous curriculum. And the 7th 29.01%, the 2007 revised curriculum 30.74%, the 2009 revised curriculum 23.88%, and the 2015 revised curriculum 30.7%. Second, from the second curriculum to the revised 2015 curriculum, the number of Korean traditional music songs was 329 times, and if you look at each type, folk songs were included the most with 225 times, and Gayageum Byeongchang and Sijo with the lowest number of three times. From the second curriculum to the 2015 revised curriculum, the results of analyzing the main learning activities by learning elements based on 7 songs of Korean traditional music with the highest number of times are as follows. First, in the learning activities of singing, ‘Singing with leading and receiving the songs’ and ‘Singing Sigimsae’ were mainly presented. Second, in the musical instrument playing learning activity, ‘playing Jang-gu with rhythm was presented in all songs, and singing the educational song with knowing the rhythm was in five songs, and playing Danso with four songs. Third, in the learning activity for expressing the body, the eastern folk song 'Ongheya' was presented for the activity of 'Imagine the appearance of barley threshing and express it with your body’ and the Gyeonggi folk song 'Han River Taryeong' was performed to watch the fan dance and express your body with the music of Han River Taryeong Fourth, in the music making learning activities, the activity ‘make the lyrics and exchange it with someone’ was presented in five songs, while ‘make a melody and exchange it with someone’ was presented in three songs. Fifth, in appreciation learning activities, it was suggested to appreciate local folk songs same with the educational songs in the text book and in the Namdo folk song 'Jindo Arirang', it was presented to appreciate the sanctioned song that appeared in the movie scene of Seopyeonje.