심리재활과 음악치료

김관일 한국재활심리학회 1995 한국재활심리학회 학술대회 Vol.1995 No.6

정신지체아를 위한 조기 음악교육의 중요성

김관일 大邱大學校 特殊敎育硏究所 1991 特殊敎育硏究 Vol.18 No.-

Since music education is an education which is relatively dependent upon emotional ability rather than cognitive capability, it may put the greater emphasis in the whole curriculum for the mentally retarded children than in the educational programs for normal children. In addition, a variety of educational activities can be expanded in the teaching programs for them and positive effects can be expected there from. The mentally retarded children are, generally speaking, relatively low in their learning and achievement compared with normal children. They have difficulty in self-learning and particularly in learning abstract concepts, developing their emotional and physical abilities through early music education can be a shortcut of the process in which education effects can be transferred from physiological process into psychological one. In the field of special education in Korea, however, early music education for the mentally retarded children is currently very poor. What is worse is that teachers in charge of special education at the secondary schools had no music education at all because higher educational institutions which produce teachers offer no curriculum of music education. The teachers being in charge of special education at the elementary schools had only six credits in the field related to music education. In practice, however, the importance of early music education for the mentally retarded children is increasingly recognized. They can enjoy themselves in their learning process through various and effective construction and operations of music teaching activities such as vocal music, instrumental music, and appreciation. They express their emotions through various physical expressions. Particularly the difficulty in teaching mentally retarded children which is due to the lack of verbal dialogue, can be over-come and approached in an easier way through the means of the music which is nonverbal language. Through these musical activities they can acquire a sence of satisfaction and social acceptance which can not be attained only through verbal communication. Mentally retarded children are evaluated highly in overall education of their responses, interests and efforts as to rhythm compared with normal children. Therefore, a combined use of Orff's physical rhythm and rhythm instruments can make a production of contents carrying a verbal meaning. This relates music learning to verbal learning. All these music educational activities render significant influence on overall educational activities. In teaching music to the mentally retarded children, application of full scale frequently fails to achieve a desired result of effective achievements. As Orff's and Kodaly's basic music education offers, effective learning in early music education is tried through gradual application from the falling third to the pentatonic scale.

뇌성마비아를 위한 음악치료

김관일 大邱大學校 特殊敎育硏究所 1992 特殊敎育硏究 Vol.19 No.-

정신박약아동의 음악치료

김관일 한국특수교육학회 1986 특수교육학회지 Vol.7 No.-

정서.행동장애아의 음악치료

김관일 한국특수교육학회 1998 특수교육학회지 Vol.19 No.1

그룹 국악활동이 학습부진아의 자아개념과 교우관계에 미치는 영향

김관일,남인숙 한국초등특수교육학회 2005 초등특수교육연구 Vol.7 No.1

초등학교 음악교과서와 Beyer을 활용한 쉬운 반주법

김관일 한국특수교육학회 1996 특수교육학회지 Vol.17 No.3

청각장애아의 음악지도에 관한 소고

김관일 한국특수교육학회 1994 특수교육학회지 Vol.15 No.1

특수아동의 음악적 리듬 동작 프로그램 구안 및 적용 방안

김관일 大邱大學校 障碍人綜合硏究所 1997 特殊敎育硏究 Vol.20 No.-

본 논문은 장애아동을 위해 음악을 통한 다양한 리듬활동의 프로그램을 기초 훈련에서부터 잘 적용시킴으로 리듬 교육의 효과가 생리적 과정에서 심리적 과정으로 보다 쉽게 적용되어 감각적이고 신체적이며 직관적인 행동에 의한 리듬 습득에 비중을 두며, 리듬 운동 프로그램에서는 다양한 리듬 악기 그리고, 피아노 등의 악기의 즉흥연주를 통한 생음악의 배경음악 및 반주는 리듬 활동을 보다 생동감 넘치게 하는 효과를 지니고 있으므로 음악을 통한 심리적인 이완작용이 되어 비언어적인 의사소통으로 쉽게 마음 문을 열 수 있는 효과를 가져온다. 이에 연구 내용의 중심은 음악적 리듬 프로그램의 구안 및 적용 방안을 제시한 것이다. Education program for the handicapped children, generally speaking, requires instructions based on balanced education programs. Among the special education teachers, however, there is a shared agreement that the education program should carry greater emphsis on the arts and physical education than on the aspect of the academically oriented education. The reason is bthat the arts-and-physical intends to develop emotional and physical abilities rather than cognitive ability, and through such education the handicapped children can be greatly influenced with greater impact on their futher development. Compared with the normal students, the handicapped tend to make low academic achievement, and to have difficulty in self-study, and learning and acquiring abstract concepts. Therefore, the better easy was is to help and let the handicapped students be adjusted to the basic training program of various rhythm activities. The educational effectiveness can be increased by helping the student start fron the physiological learning process. Since this approach is a shortcut to a better easy adjustment to the learning situation for the handicapped, the emphasis should be put on the acquisition for the handicapped, and intuitive behabiours as the basic training for the pre-school-age children. In the rhythm activity programs, an improptu performance of the musical instruments such as rhythmical instruments and piano, combined with live music and background music performance, may lead the rhythm activity to be full of vitality. This also will help the students to enjoy a psychological relaxation, and to open up their heart through non-verbal communication. A balance of various methds of music instructions is required through the utilization of the whole spectrum of background music for the effective education of the handicapped students. Taking into consideration the above factor, therefore, the purpose of this study were as follows: 1. To construct several music rhythm activities for the education of the handicapped. 2. To Present specific teaching methods in relation to the constructed rhythm activities. 3. To provides music educators with instruction materials which may be useful for teaching rhythm activities to the handicapped. 4. To help the handicapped students acquire confidence, positive and active way of thinking by expressing what's in their mind in a free, simple and beautiful way through the physical activities, and to contribute of the enhancement of the ability of the handicapped to make better adjustment to their social life. In order to ensure improved better education of the handicapped children, I do hope that many more futher studies in this field may appear to refine the theory and construction of the music rhythm activities presented herein by this author.

自閉症 兒童의 音樂治療

金官一 大邱大學校特殊敎育硏究所 1986 特殊敎育硏究 Vol.13 No.-

As the number emtionally disturbed and autistic children increases, possibility and effectiveness of music therapy as their therapeutic education is being continuously recognized in the European countries and the United States. Since verbal language alone is hardly sufficient to generate recovery of biological and psychological balance and catharsis, music is introduced between the muxic therapist and his clients to find initial clues as a means of inducing communication. Such clues are further develpoed to bring about effective interaction. Theoretical background of this study was based on analyzing various materials and its result is as follows: 1. Since autistic chidren show high level of musical intrests and talent, the music therapy to improve their social function has made remarkable progress. 2. Since the activities of music therapy have the power to motivate verbal interaction, music therapy is effective in bringing concentrated attention and relaxed interaction by linking what has been cut out to the therapeutic activities. 3. Autism is considered as a failure of self-development and his self-structure is seen as a primary process. Autism is believed to be relieved and function in the low level by the function of music therapy. 4. Musical rhythm may be seen as biological language. By matching all physical activities and daily life rhythm with musical rhythm and biological rhythm. Autism may be greatly influenced to be alleviated. The result, of case studies are as follows: 1. Autistic children are remarkably sensitive to music. 2. Music therapy has the power to help autistic children and to disolve the barriar elements to verbal communication and other people. 3. Music therapy is characterized to better interpersonal relationship by encouraging autistic children to change their interests in human contactions which they have evaded. 4. Music has remarkable force to eliminate psychological fear and hesitance of autistic children. Even though music therapy is not even in the begining stage in Korea, its effectiveness needs to be prove by scientific methods and to be recognized by the medical profession. I want to point out the importance of adopting and spreading music therapy in order to help the physically emotionally handicapped persons out of their suffering from hardship.