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RISS 인기검색어
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- 저자 : 鄭世文 (검색결과 6 건)
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정세문 한국음악교육학회 1973 음악교육연구 Vol.1 No.-
The arts of a country constitute its people`s historical and cultural heritage handed down for generations. In order to firmly establish the spirit of its national identity heretofore largely neglected, the ources of our music education should be revaluated and sought from the people`s folk songs and other forms of their indegenous music carried down from generation to generation. The reasons for the need of paying due regards to the traditional music which is our national heritage are two folds: First, it can become an important source of creating a new tradition; Second, it can furnish encellent possibilities of developing our national music consonant to modern trends. Accordingly, it is thought that the future music curriculum as well as the current curriculum should include more materials drawn from our traditional music. Placing more importance to our native music does not mean that we should preserve it as it is. it is to rediscover our people`s artistic creative obility and develop it as our forefathers have don when then received foreign culture in the past.
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音樂敎育學科 敎育課程 改善硏究 : 專門敎科(音樂)에 限하여
鄭世文 建國大學校 敎育硏究所 1976 論文集 Vol.1 No.-
The curriculum of the Music Education Department should be the educational plan for training the effective music teachers. Therefore, it can't follow the general curriculum of music college, whose object is to train excellent performers and composers. Realizing the urgent need of improving the curriculum for training the effective music teachers, author started studying about this area. In this study, curricula of several Music Education Department in Korea are collected to be reviewed to find the defects, and the model curriculum which the author intends to develop is presented as material for the further study of improving the curriculum of Music Education Department. 1. The results from comparing the major courses of collected 8 curricula of music education department can be summarized as following: 1). Even though those music education departments have the same goal, they show much differences in detail parts of education. For example, each of them has different system of course of study. They also show big differences in emphasizing the subjects by giving different system of scoring. 2). They give too much emphasis upon the individuality or independence of each field of major, such as vocal music, instrumental music and composing. That causes the lacks of comprehensive basic capability in music which is essencial for a music teacher. 3). They do not provide much opportunity for the student to develop the ability of accomapniment of piano. 4). The fact that they do not give proper emphasis upon the theory of music education can be found in the arrangment of scoring. 2. The characterictics of model curriculum can be summarized as following: 1). Since the comprehensive basic capability in music is very essencial to the music teacher as well as the the performer or composer, this model curriculum primarily gives emphasis upon the establishing the comprehensive basic capability in music, so that the music teacher can develop his ability to become a performer or composer. 2). Model curriculum provides students two major courses. In the first course (requisite), every student develop the ability of accompaniment of piano which is important for the music teacher. In the second course, students choose one specifi field which they a like to study deeply. 3). Model curriculum provides students much opportunity to improve the basic ability which is essencial to the music student, such as sight-singing, ear-training, harmony. This is only a primary basic study for improvement of curriculum of music education department. Therefore, author intends to take the second step by reviewing the curricula in foreign countries, and by researching on every curriculum of each college, so that the desirable curriculum can be provided.
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음악교육학과(音樂敎育學科) 교육과정(敎育課程) 개선연구(改善硏究) -전문교과(專門敎科)음악(音樂)에 한(限)하여-
정세문 ( Se Moon Chung ) 건국대학교 교육연구소 1976 교사와 교육(구 교육논집) Vol.1 No.-
The curriculum of the Music Education Department should be the educational plan for training the effective music teachers. Therefore, it can`t follow the general curriculum of music college, whose object is to train excellent performers and composers. Realizing the urgent need of improving the curriculum for training the effective music teachers, author started studying about this area. In this study, curricula of several Music Education Department in Korea are collected to be reviewed to find the defects, and the model curriculum which the author intends to develop is presented as material for the further study of improving the curriculum of Music Education Department. 1. The results from comparing the major courses of collected 8 curricula of music education department can be summarized as following: 1). Even though those music education departments have the same goal, they show much differences in detail parts of education. For example, each of them has different system of course of study. They also show big differences in emphasizing the subjects by giving different system of scoring. 2). They give too much emphasis upon the individuality or independence of each field of major, such as vocal music, instrumental music and composing. That causes the lacks of comprehensive basic capability in music which is essencial for a music teacher. 3). They do not provide much opportunity for the student to develop the ability of accomapniment of piano. 4). The fact that they do not give proper emphasis upon the theory of music education can be found in the arrangment of scoring. 2. The characterictics of model curriulum can be summarized as following: 1). Since the comprehensive basic capability in music is very essencial to the music teacher as well as the the performer or composer, this model curriculum primarily gives emphasis upon the establishing the comprehensive basic capability in music, so that the music teacher can develop his ability to become a performer or composer. 2). Model curriculum provides students two major courses. In the first course (requisite), every student develop the ability of accompaniment of piano which is important for the music teacher. In the second course, students choose one specifi field which they a like to study deeply. 8). Model curriclum provides students much opportunity to improve the basic ability which is essencial to the music student, such as sight-singing, ear-training, harmony. This is only a primary basic study for improvement of curriculum of music education department. Therefore, author intends to take the second step by reviewing the curricula in foreign countries, and by researching on every curriculum of each college, so that the desirable curriculum can be provided.
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