第6次 高等學校 音樂敎科書 歌唱領域 分析硏究

다국어 초록 (Multilingual Abstract)

The 5th Senior Highschool Curriculum was made public on March 31, 1988 in the Notification No. 87-7 of the Ministry of Education. and after 5 years, The 6th senior Highschool Curriculum was announced on October 30, 1992 in the Notification No. 1992-19 of the Ministry of Education.
Everything in the school education has to be changed with the reorganization of the crriculum. As every adminstration in the primary and secondary school is restricted by the Fundamentals of Education Act, so the crriculum gives the limit to any educational activities such as classroom instruction.
If the crriculum is reformed, some differences in the content of the textbook should be made. And some analysis is made how the intention of the new crriculum is reflected in the new textbook written in accordance with The 6th Crriculum.
The field of the singing is the main concern in this study as the field of singing is the most important area in school education. So it can be said that understanding the textbooks through the analysis of the singing field is the most practical way of understanding the 6th highschool music textbook.
As the theoretical backgraound, The 6th Highschool Crriculum is quoted. Then the whole crriculum of music is tried to be understood through the analysis of the rule of selecting the content and on the content of each field.
The field of singing in the 9 kinds of music textbook is analyzed as follows;
1) the analysis of the proportion in the textbook of the distribution of the Western adn Korean songs,
2) the analysis of the proportion in the textbook of the distribution of the Western songs sorted in detail as Western Folk, Western Aria and Korean Aria,
3) the analysis of the proportion in the textbook of the distribution of the traditional songs subdivided into the traditional music and the creation by the period, the country and the title.
The results of the analysis are as follows;
1) The proportion of the distribution of the Korean songs is the highest, and the foreign folk songs and the popular songs shows almost the same proportion.
2) The distribution of the foreign folk songs is concentrated on the West European countries and the United States, especially the folk songs of the United are 19 pieces, more than any other countries.
3) The distribution of the 1st and the 2nd generation Korean writers forms almost the same proportion,but of the 3rd generation is comparatively small. Especially the 1st generation writers' pieces are introduced most often.
4) As for the periodical distribution of the traditional music, the textbooks are edited mainly with the traditional music; the creations ar only 2, but the traditional are 101 pieces.
5) As for the local distribution of the Korean folk music, it is concentrated on the folk songs of Southern part of Korea, especially the Kyeon-gi and Jion-ra province.

목차 (Table of Contents)

• 목차 = 0
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 연구 대상 및 방법 = 2
• Ⅱ. 이론적 배경 = 3
• 1. 음악과 교육과정 개정 배경 = 3
• 2. 음악과 교육과정의 구성 체계 = 5
• 3. 음악과 교육과정 내용 = 8
• Ⅲ. 음악교과서 가창곡 분석 = 9
• 1. 가창곡의 분포 = 10
• 2. 서양음악 = 11
• 1) 외국민요 = 11
• 2) 외국가곡 = 14
• 3) 한국가곡 = 17
• 4) 대중음악 = 21
• 3. 전통음악 = 23
• 1) 시대성 구분 = 23
• 2) 지방별 분석 = 24
• 3) 제재곡 분석 = 25
• 4. 교과서별 분석 = 27
• Ⅳ. 결론 = 45
• 참고문헌 = 47
• ABSTRACT = 48