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강유경 부산외국어대학교 교육대학원 2022 국내석사
In this paper, I select Arirang, a popular folk song that expresses Korean emotions well, and examine regional characteristics, social, cultural, and musical characteristics. Using this as background knowledge, we will look at the composition of BTS' <Arirang Song>, which was released relatively recently. Given immense cultural influence in the world, BTS’ songs contain various components. Among the songs they sang, we look at how they expressed the fusion of culture, focusing on the songs that revealed their identity as a Korean. Existing integrated Korean textbooks and cultural education textbooks are introduced as fragmentary knowledge compared to Arirang's cultural value. To increase learners' understanding of Arirang, to acquire it as background knowledge, and to sympathize and communicate through experience, we examine various cultural education models and plan an Arirang education plan based on this. In the first step, Arirang's musical characteristics and regional characteristics are examined in the reading and listening areas so that background knowledge about Arirang can be accumulated. And by interpreting the lyrics of BTS' <Arirang Medley> and comparing them with regional Arirangs, learners understand the emotions of Koreans in Arirang. Learners compare and contrast the folk song Arirang and <Arirang Medley> to discuss different modes of Korean sentiment and learn the lyrics and melodies through singing along. The consensus is broadened so that learners can experience the universality of music by looking at folk songs from other countries that were popular in Korea and comparing them with each of the learners’ home country's folk songs. Among the cultural contents that are relatively accessible to learners, Arirang-based musicals and installation art, other genres of arirang played with modern instruments, and regioal Arirang festivals will be investigated and announced. Educational measures are prepared so that learners can second handedly experience Korean culture through presentations and help them communicate between cultures. The educational plan presented in this paper is designed for active communication of Korean culture by learners with intermediate or higher Korean levels. There is still room for educational measures for systematic cultural education from the beginner level.
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