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초록· 키워드
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Korean classical music makes up approximately 40% of the 7th elementary school music education curriculum. Among various kinds of Korean classical music, folk songs are the main themes for teaching Korean classical singing. Therefore, we can say that in the core of Korean classic music taught in elementary school are the folk songs. However, some of the folk songs in the current textbook lack the representative characteristics. Also some of the songs do not possess universality in the musical characteristics and it is hard to say the songs possess the representative characteristics of the regions that they were formed.
As an effort to address this issue, this research has looked into “Yuheeyo” or “Play Songs” among songs in the current textbook to analyze the problems. We have examined the functional and regional distribution as well as the musical characteristics of the songs in the textbook and questioned their validity. And if problems were identified, we have diagnosed whether it was due to the problems in selection the songs or problems with the musical notes.
As a result, we identified various problems with songs in the textbook such as not being able to understand the lyrics in the songs, not being able to utilize its original functions, causing confusion by using mutative musical scale, methods of singing not being explicitly expressed with the result of no cessation, using too much “Segimsae”, expression function, not being right in the form of universal staff notation, and selecting songs that do not bear regional universality.
Secondly, we have set up the standards and methods for selection of songs for the textbook. In order to do this, we found the necessity to point out the very basic issues such as the purpose, methods, and details of education of folk songs. Throughout thorough discussion, we came upon an agreement that the primary purpose for the education of folk songs is to enable students to sing folk songs with delight and the final purpose is to allow students to express their thoughts and mood utilizing the folk songs as their tool to express.
In order to accomplish the goals above, we believe that when selecting the songs for the text book we must adopt the songs that are rich in universality and diversity. From the perspective of universality, we have pointed out the necessity of gradual education that begins from the songs that do not bear much regional characteristic and proceed to the songs that represent each region. In addition, we also saw the need to select the songs with distinction for the sake of diversity to help enjoy the pleasure of folk songs.
Thirdly, we also examined the distribution of representative “Play Songs” for each function and region. By looking at the various types of songs in “Play Songs”, we have categorized into the two categories where the aspect of nationwide distribution appears and where the regional characteristics strongly appear. In the case of the latter, we have chosen the songs to represent each region to examine the distribution.
As a result, we found the songs that represent each region such as “Arari” and “Jajin Arari” of Kangwondo, “Jungja Sori” and “Walworichungchung” of Kyungsangdo, “Kangkangsullae”, “Dungdangaetaryung”, and “Jindo Arirang” and so forth in Chunrado. Much to our regret, we did not find songs with regional characteristics in Choongchungdo and Kyunggido. Nevertheless, we believe that we can utilize the fact that there are a great number of children’s songs that use plain scales.
Lastly, we attempted to find the universal form of music by examining the musical characteristics of regional representative songs. We arranged the musical characteristics in the order of mode, rhythm, methods of singing, and forms. Difficulty in these songs, we believe, will able to be controlled through arrangement and, also, we believe that these songs need to be adopted in the textbook as the songs that are the representative songs of each region.
As an effort to address this issue, this research has looked into “Yuheeyo” or “Play Songs” among songs in the current textbook to analyze the problems. We have examined the functional and regional distribution as well as the musical characteristics of the songs in the textbook and questioned their validity. And if problems were identified, we have diagnosed whether it was due to the problems in selection the songs or problems with the musical notes.
As a result, we identified various problems with songs in the textbook such as not being able to understand the lyrics in the songs, not being able to utilize its original functions, causing confusion by using mutative musical scale, methods of singing not being explicitly expressed with the result of no cessation, using too much “Segimsae”, expression function, not being right in the form of universal staff notation, and selecting songs that do not bear regional universality.
Secondly, we have set up the standards and methods for selection of songs for the textbook. In order to do this, we found the necessity to point out the very basic issues such as the purpose, methods, and details of education of folk songs. Throughout thorough discussion, we came upon an agreement that the primary purpose for the education of folk songs is to enable students to sing folk songs with delight and the final purpose is to allow students to express their thoughts and mood utilizing the folk songs as their tool to express.
In order to accomplish the goals above, we believe that when selecting the songs for the text book we must adopt the songs that are rich in universality and diversity. From the perspective of universality, we have pointed out the necessity of gradual education that begins from the songs that do not bear much regional characteristic and proceed to the songs that represent each region. In addition, we also saw the need to select the songs with distinction for the sake of diversity to help enjoy the pleasure of folk songs.
Thirdly, we also examined the distribution of representative “Play Songs” for each function and region. By looking at the various types of songs in “Play Songs”, we have categorized into the two categories where the aspect of nationwide distribution appears and where the regional characteristics strongly appear. In the case of the latter, we have chosen the songs to represent each region to examine the distribution.
As a result, we found the songs that represent each region such as “Arari” and “Jajin Arari” of Kangwondo, “Jungja Sori” and “Walworichungchung” of Kyungsangdo, “Kangkangsullae”, “Dungdangaetaryung”, and “Jindo Arirang” and so forth in Chunrado. Much to our regret, we did not find songs with regional characteristics in Choongchungdo and Kyunggido. Nevertheless, we believe that we can utilize the fact that there are a great number of children’s songs that use plain scales.
Lastly, we attempted to find the universal form of music by examining the musical characteristics of regional representative songs. We arranged the musical characteristics in the order of mode, rhythm, methods of singing, and forms. Difficulty in these songs, we believe, will able to be controlled through arrangement and, also, we believe that these songs need to be adopted in the textbook as the songs that are the representative songs of each region.
#초등국악교육
#유희요
#민요
#토리
#음계
#선법
#기능
#분포
#시김새
#교과서
#아라리
#자진아라리
#정자소리
#월워리청청
#강강술래
#둥당애타령
#산아지타령
#진도아리랑
#education of Korean classic music in Elementary school
#Play Songs
#folk songs
#Scale
#Mode
#distribution
#Segimsae
#textbook
#Arari
#Jajin Arari
#Jungja Sori
#Walworichungchung
#Kangkangsullae
#Dungdangaetaryung
#Jindo Arirang
목차
Ⅰ. 서론
Ⅱ. 교과서 민요의 기능별ㆍ지역별 분포와 음악적 특성
Ⅲ. 초등 국악교육 가창 민요 악곡의 선곡 기준과 방법
Ⅳ. 기능별ㆍ지역별 유희요 악곡의 분포
Ⅴ. 지역별 대표 유희요의 음악적 특성
Ⅵ. 결론
〈참고문헌〉
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UCI(KEPA) : I410-ECN-0101-2009-673-017603581