놀이를 활용한 음악지도방안 연구 - 초등학교 3학년을 중심으로 -

Abstract

이 연구에서는 놀이를 활용한 음악수업을 통하여 아동 스스로가 수업의 주인공이 되어 음악을 보다 자유롭게 즐기며 학습하게 하는데 목적을 두었다. 먼저 놀이이론과 놀이의 교육적 가치, 음악놀이의 교육적 가치를 살펴보고, 선행연구에서 찾아 볼 수 없었던 초등학교 3학년을 중심으로 교과서 제재곡에 맞추어 학습주제를 효과적으로 학습하도록 놀이를 개발하였다. 놀이는 음악교과서 내용을 이해, 가창, 감상, 기악, 창작 영역으로 분석하고, 분석결과 가장 그 영역의 성격을 잘 띄고 있는 제재곡과 학습주제를 각 영역별 2곡씩 선정하여 학습지도안으로 제시하였다. 이해영역은 <잠자리>, <즐거워지네> 제재곡에서 “뮤직 텔레폰”과 “리듬카드”를 통한 놀이로 리듬패턴을 익히도록 하였고, 가창영역은 <옥수수 하모니카>, <아리랑> 제재곡에서 “리빙 피아노”와 “진풀이 놀이”를 통하여 계명창하고, 우리민요를 흥겹게 부르도록 하였다. 기악영역은 <작은 별>과 <실구대 소리> 제재곡에서 “피아노 귀로”와 “아이스크림 마라카스”를 만들어 악기연주 놀이를 하도록 하였고, 창작영역은 <‘리’ 자로 끝나는 말’>, <시계> 제재곡에서 “빙고놀이”와 “코끼리 아저씨 놀이”로 가사를 창작하고, 4박자 리듬패턴을 창작하도록 하였다. 그리고, 감상영역은 <아를의 여인 1 모음곡 중 전주곡>, <헝가리 춤곡>을 “신체 표현 놀이”와 “탬벌즈” 악기놀이를 통해 감상 하도록 하였다. 이 연구는 앞으로 더욱 확대되어야 하며, 학교현장에서 활용 할 수 있는 다양한 놀이들이 후속연구를 통하여 계속해 개발되어야 할 것이다.|With becoming the information age in the 21st century, we easily acquire much information amid the flood of information called internet. Thanks to that, there is a tendency that even literature is recognized like one of information. Students in modern society are proceeding with losing an interest in reading, and even among them, especially the classical literature is the field that is felt more difficultly due to the reasons such as hard Chinese character, historical distance, and cultural difference. The reason for teaching and learning classical literature is because of grasping the mental world of predecessors, learning the essence of national literature, inheriting and developing the tradition of racial culture, and making today's life abundant. Studying classics is attributable to the understanding of emotion and feeling that are flowing in its foundation through classical literature, and, based on that, to making it essential to the creation of new literature. In the meantime, the classical literature teaching has mainly been composed of a lecture method. This teaching method allowed students not only to feel burdensome aiming at examination against classics, but also to get lost an interest in classics. Particularly in the middle-school process was remarkably scarcity of classical-literature materials, thereby losing even an opportunity to be able to face classics. It has been forgotten a fact that it is possible to become distant completely while thinking of letting it be known later because of being felt hard. In the middle-school process, the classical literature unit was only one, and it was also preponderated in the second semester, thus it was to the extent that there are more learners who do not remember even after having learnt. Nevertheless, in a textbook for the 1st grade and 2nd grade, the classical literature materials appear infrequently even though being not the classical literature unit. However, in a textbook for the 3rd grade, it is a real situation that doesn't appear any more. In the face of being a grade that will need to be preferably more familiar with classical literature that is to be learnt much in the high-school process, what less materials of classical literature are actually recorded, will lead to a result that allows learners to be alienated from classical literature works that are not still familar. Accordingly, the purpose of this study was to understand the realities of classical literature in a 3rd-grade textbook for middle school. In terms of a research method, it tried to analyze curriculum, textbook, and the appropriateness of educational objectives after first surveying learners' recognition of classical literature materials in the currently 3rd-grade textbook for middle school. Learners actually had little interest in classical literature, and the reason for it indicated the difficulty of contents, the difference in value system, and so on. The alternative plan for this will be a teacher's instructional method, above all. No matter how hard the contents are, there existed a method in which learners are interested. In terms of such teaching methods, it can be tried to put forward a method of utilizing TV drama, a method of using the role play, and others. Current learners are not interested in reading and get accustomed to media like movie, television, and internet. In the meantime, they were feeling more interested in the learning that shows. Of course, such methods cannot be a perfect way. In addition, there will be also a problem of being able to be classical literature teaching that was omitted the essence by a mistake at any moment. However, it will be unable to be said that it was failed without doing anything. It is because of being urgent to arrange a chance that learners, first of all, can encounter classical literature, regardless of being any method. In order to allow learners to have interest in literature teaching and to participate positively in instruction, it is needed to enable them to appreciate a work itself and to feel pleasant in it. It is needed to seek for variously teaching plans so that students can have interest and take part in instruction, and it is necessary to be settled a given condition that can mutually share it among teachers. For that reason, it is desired that this study would be regarded as one data aiming at classical literature education for middle school.