현대의 교육사상이 음악교육에 미친 영향 = A Study on the Influence of Modern Educational Thoughts to the Major Approaches in Current Music Teaching
저자
안미자 (이화여자대학교 음악대학 교수)
발행기관
학술지명
권호사항
발행연도
1997
작성언어
Korean
KDC
670.000
자료형태
학술저널
수록면
181-214(34쪽)
제공처
This study is attempted to investigate the modern educational thoughts and their influence to the major approaches in the teaching and learning music. Methodologies in general music education can be traced to a number of individuals whose philosophy of music in the education of children incorporated the nature of music, the learner, and a particular approach to instruction. Among those individuals are Dalcroze, Orff, Koda´ly and Suzuki. Each is legitimate and honest path to genuin musicianship. These four approaches have one requisite absolutely in common: They demand excellent musicianship. The subgoal indicate marked difference in what best leads to enhancement of life and innate musicality. There could be many other viable to music instruction but they are the most widely used and well known among the elementary methods. Research findings also show that their approaches have been proven to be effective in increasing musical learning.
It was from Woods Hole Conference in 1959 which generated many curriculum studies in a diversity of academic and artistic subject areas. Major themes of the Conference were designed to help promote higher standards of excellence in science education at all levels of instruction. The Conference established a model for educational reform and development in many subject areas, including music. Because of the practical and valuable results of the Conference, its structural organization soon became a model for educational evaluation and revitalization in many fields, including music.
Three prominant educators are selected to investigate their influence to current music education methodologies. They are Johann Heinrich Pestalozzi. John Dewey, and Jerome Bruner. Pestalozzi advocated sensory learning, child-centered and discovery learning. Dewey contributed to change the learning environment from teacher to learner. Teachers are a facilitator not a director. Bruner developed cognitive theory of how the learner acquire the knowledge. He insisted that the basic concepts of science and the humanities can be grasped intuitively at a very early age. So the curricula should be designed to foster such early institutions and then build on them in increasingly formal and abstract ways as education progresses.
The subgoals of each individual music educators vary according to their philosophy. Each of them approached to experience music before notation. Except Koda´ly, literacy is to be considered a means rather than a goal in the approach. And the essence of the methodology is that each group of participants must go through the discovery learning.
Dalcroze tried to develop more acute inner hearing by means of natural instinctive gesture called "eurhythmic". He believed that the source of musical rhythm is the natural locomotor rhythms of the human body such as pulse, heart beat, and breathing. In Dalcroze class, students study the music aurally, orally, physically, and then expressed it creatively as their own.
Orff used the material called "elemental" which means the child's natural way of expressing such as speaking, dancing, and singing. Speech rhythm is considered basic in his early class. His method is often called Schulwerk. Improvisation and development of creativity is encouraged in that class. Children are encouraged to imitate and improvise vocally, instrumentally. They create their own music both from inner feeling and in imitation of the sounds of their environment. They learn to become sensitive to sound and develop other sounds. Children in Orff class learn musical concept from the texture, dynamics, pitch patterns and rhythms of speech. They are guided rather than taught and their musical knowledge grown from their experience.
Kodaly whose goal is to develop each individual's musicality considered musical literacy is the most important in music education. Because he believed that creativity derives from knowledge. His method is mainly vocal and followed a method that approaches musical learning in an ordered sequence. Like Orff he used nursery rhymes, chants and children songs and children move rhythmically to enact the words of the song. This kind of movement is followed by playing traditional games of early childhood.
Suzuki's talent education is based on very simple concept of "mother tongue" method. His method is instrumental and uses rote teaching with sequential materials. The children exposed to music at an early age by listening and imitating the model. They review, repeat, and imitate until they master learning. Sound always comes before signs.
Comprehensive Musicianship(CM) is an American technique and philosophy for teaching music based on the premise that all facets of music study should be integrated and related. All activities and teaching materials are connected by the threads of the common elements of music so that reduce fragmented teaching and learning by providing opportunities for students to see relationships in music. CM encourages students to grow in musical knowledge and skill at all levels of instruction by synthesizing the musical materials they are working with and by making conceptual connections through performance, analysis and composition.
It is found that the contemporary music education methods are influenced very much by the modern educational thoughts. The common approaches of each individual method is based on sense and activities. Experience always precedes notation. They approach sequentially in a very natural way so that children could be able to participate in securely and comfortabely. Materials they use are common to children's activities such as speech, dance, song, and walking, running, skipping, so forth. They imitate, improvise and create music in a natural way. All methods incorporate and integrate diverse learning types like imitation, individualized instruction, discovery learning. Children learn the musical conception by experimentation and discovery.
There are no universally acceptable methods in music but rather a variety of adaptations as diversified as the skills and interests of the multitude of music specialists. The manner in which musicality is defined provides for the variety of methods employed. And the teacher's knowledge of what is to be taught and confidence about how it is being taught enhance the musical learning. Music teachers will try to provide the best in music education for the future members of society.
People say that teaching is both an art and a science. It cannot be reduced to formulas and recipes. It requires a vast amount of spontaneity and enormous ability to improvise. It is not a science but it can have a scientific basis. Therefore, the complete teacher must be both an artist and a scientist. The artistic component produces the musicality and beauty in a music class and the scientific ability makes it possible for the teacher to apply problem-solving approaches to lesson.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)