만 5세 누리과정과 초등학교 1,2학년군 음악교육과정의 연계성 분석 연구 = A Study on the Connection analysis of Nuri Curriculum for five years old and Music Curriculum for Lower Grades of Elementary School
저자
발행사항
경산 : 대구가톨릭대학교 교육대학원, 2014
학위논문사항
학위논문(석사) -- 대구가톨릭대학교 교육대학원 , 음악교육전공 , 2014. 2
발행연도
2014
작성언어
한국어
발행국(도시)
경상북도
형태사항
x, 76 p. ; 26 cm
일반주기명
지도교수: 이판준
소장기관
This research is for the desirable related education of kindergarten and elementary school that is important to understand about Nuri curriculum for five years old, the elementary school’s combined textbook called ‘Joyable Life’ and the curriculum in music activities about connectivity between kindergarten and elementary school by comparing and analyzing the Nuri curriculum, the textbook ‘Joyful Life’ and the guidebook for teachers to analyze.
The research problems for achieving the goal of the research are the followings:
The research question #1 – Do an art experience of Nuri curriculum for five years old, the characteristics of the textbook ‘Joyful Life’ and the purpose of the education have connectivity?
The research problem #2 – Do an art experience of Nuri curriculum for five years old and the textbook ‘Joyful Life’s subject of activities have connectivity?
The research problem #3 – Do the teachers’ guidebook of Nuri curriculum for five years old and music activities appeared in the teachers’ guidebook of the textbook called ‘Joyful Life’ have connectivity?
The research problem #3-1 – Do the teachers’ guidebook of Nuri curriculum for five years old and musical behavior appeared in the teachers’ guidebook of the textbook called ‘Joyful Life’ have connectivity?
The research problem #3-2 – Do the teachers’ guidebook of Nuri curriculum for five years old and musical attitude appeared in the teachers’ guidebook of the textbook called ‘Joyful Life’ have connectivity?
The data of this research will be depending on research questions to calculates the itemized frequency and the percentage rate by analyzing the art experience of Nuri curriculum for five years old, the textbook ‘Joyful Life’ and the guidebook for teachers.
The results of research are the followings:
Firstly, the educational purpose of the area of art experience of Nuri curriculum for five years old is to find various artistic elements as a child is experiencing to feel a nature and things, and then creatively express, and, to have an interest in beauties, to enjoy art activities, and to improve ability of understanding and respecting sought knowledge and variety of beauties. The purpose of ‘Joyful Life’ is for elementary students in grade one and two to grow up as people having abilities of creative expression. This purpose diversely expresses places around oneself in detail. It feels senses through different types of plays and activity of expression, knows beauties and enjoy. Also, it obtains a basic expression function during the process of participating in the activity of expression. Therefore, the area of art experience of Nuri curriculum for five years old and the purpose of ‘Joyful Life’ are consistently well connected.
Secondly, art experience of Nuri curriculum for five years old is divided into total of 11 life themes, and elementary schools combined textbook called ‘Joyful Life’ is divided into 8 subjects which are school and me, family, summer, neighborhood, autumn, my country and winter to make the combined textbook. By using the textbook that is covered life themes of Nuri curriculum based on materials that are play based, interest based, and experience within life connection becomes stronger.
Thirdly, the teachers’ guidebook of Nuri curriculum for five years old and music activities appeared in the teachers’ guidebook of the textbook called ‘Joyful Life‘s contents of musical activities are well adapted to a right subject to form from 11 life themes of Nuri curriculum and 8 big subjects of the combined textbook called ‘Joyful Life’ and consider by each subject.
Fourthly, from the musical behavior, singing activity in both Nuri curriculum and the ‘Joyful Life’ has no difference with over 50 percents based on musical activity. Playing instruments shows 11.1 percents during Nuri curriculum and 16.7 percents from the ‘Joyful Life’ a bit increased. Listening activity is 15.2 percents in Nuri curriculum, but from the ‘Joyful Life’ rapidly decrease to 2.4 percent. For musical behavior, although, singing traditional song part’s activity has repetitive rhythm and suggest providing enjoyable traditional songs to children, traditional songs are only at 9 out of the total subject. Comparing to Nuri curriculum, the ‘Joyful Life’ forms 17 of traditional songs to provide frequently. Moreover, for listening activity, because elementary school combined textbooks-comprised of play based and interested based that can be used a material from a life experience, are based on teaching and learning activity listening activities decreased than the Nuri curriculum.
Lastly, for musical attitude, the researching sound is formed at 8.3 percents from Nuri curriculum, but elementary school in grade 1 and 2 are 2.4 percents low. Expressing after listening is 8.3 percent from Nuri curriculum and 22.6 percent from elementary school in grade 1 and 2. This shows researching sound is more weighted as children’s improvement, expressing after listening is more weighted from elementary school in grade 1 and 2 to consider educational curriculum is well connected based on children’s growth.
As the above result, Nuri curriculums for five years old and elementary combined textbook ‘Joyful Life’ are well connected from a point of subject view. Although, the side of the musical activity is well connected as described in detail, Nuri curriculum for five years old shows diversity in most subjects. Although junior students from elementary school are lack of diversity, there are more suitable activities in development than kindergarten’s activities and the areas and level are clearly stated. Furthermore, these should be complemented by each others in various, improvement, suitability, and clarity to satisfy both organizations and to well accomplish a music educational curriculum.
By considering children’s levels of improvement in kindergarten and lower grade students from elementary school, we both should try to develop the educational curriculum together, develop the teachers’ guidebook to plan and practice for the teachers. Also, both organizations’ teachers should compare and recheck the content of textbooks to select the content and they should have an opportunity to trade-off each others.
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