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- 저자 : 임미경 ( Mi Kyung Rim ) (검색결과 4 건)
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멀티미디어를 활용한 초등학교 음악감상 교수 - 학습 자료 개발 연구
임미경(Mi Kyung Rim),박승배(Seung Bae Park) 한국음악교육학회 2001 음악교육연구 Vol.21 No.-
Understanding of the listening example through a 5-line staff will be more difficult than through an iconic score. Thus, this research focused on the development of the animated iconic score for the elementary listening lesson using multimedia tools such as Macromedia Flash and Director. Developed animated iconic scores are 18 works consisted of 37 small pieces mainly based on the seventh revision of Korean curriculum. Applied iconic scores are a theme chart, a bar chart, and a combination of theme and bar charts. For the convenient use of teaching in the listening lesson, CD-ROM title was made by grade and each listening example provides four buttons: about music, animated score, lesson point, and quiz. The general procedures of producing the animated iconic scores were as follows: 1) to prepare icons using a graphic software such as Adobe Photoshop, 2) to convert audio tracks in a CD to WAV files. One of the free wares on Internet is the dBpowerAMP Music Converter, 3) to arrange the icons and music using Macromedia Flash, 4) to export the arranged project as an AVI file for easy access, 5) to arrange all components (about music, animated iconic score, lesson point, and quiz) using an authoring tool such as Macromedia Director.
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임미경(Mi Kyung Rim) 한국음악교육학회 1998 음악교육연구 Vol.17 No.-
Music reading by a 5-line staff is difficult to everybody because the notes of the staff are a kind of musical symbol. If the notes are represented by the figures of the melodic line, it will be easy to understand how music flaws. However, the 5-line staff generally presents music scores in the lower grades` textbooks. Thus, the development of the iconic scores for the youngster` songs is urgently needed in order to improve their music reading skills. Since the themes of the listening examples in the elementary music textbooks are always showed on the music score and teaching-learning materials for those lessons are very limited, various kinds of visual materials for the listening sessions are also needed. This paper introduces several kinds of iconic scores for the youngster`s song and listening examples. It also demonstrates how to make and use them in the singing and listening sessions. Actual lession plans with the iconic scores for each session are presented. Illustrated iconic scores for the song can be divided into 3 groups : 1) melodic line drawing according to the content of the song ; 2) melodic line drawing with the circle or the half circle ; and 3) melodic line drawing with the bar. The methode of drawing on the bar score are summarized into 5 ways : 1) by a word of the song ; 2) by one measure ; 4) by 2 or 4 measures ; and 5) by the image of the song ; 2) by one beat ; 3) by one measure ; 4) by 2 or 4 measures ; and 5) by the image of the sang. The illustrated iconic scores far the listening examples include theme charts, bar charts, call charts, and listening maps. The further development of the visual materials for the elementary music instruction is needed and more iconic scores should be included in the 7^(th) revision of elementary music textbooks.
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초등학교 음악전담교사 양성을 위한 교육대학교의 음악교육 프로그램 개발
임미경 ( Mi Kyung Rim ) 이화여자대학교 음악연구소 2007 이화음악논집 Vol.11 No.2
본 연구의 목적은 초등학교에서 음악교과를 전담하여 제대로 가르칠 수 있는 교사를 교육대학에서 양성하는 방안을 제시하고 그에 따른 음악교사교육 프로그램을 개발하는 것이다. 이 목적을 달성하기 위하여 교과전담제에 관한 초등교사의 의견을 설문 조사하였고 초등교과 전담교사 양성제도에 관한 선행연구를 바탕으로 교과전담교사 양성 방안을 구안하였으며 제1회 전문가 협의회를 거쳐 초등교과 전담교사 양성방안을 수정하였다. 또한 음악교사로서 필요한 자질을 검토하였고 한국과 미국의 초등음악교사 양성 프로그램을 분석하였으며 수정한 전담교사 양성방안과 프로그램에 대하여 교육대학교 음악교육과 교수들의 설문조사를 실시하였고 제2회 전문가 협의회를 거쳐 최종적으로 초등교과 전담교사 양성 방안과 프로그램을 구안하였다. 본 연구에서 구안한 초등교과 전담교사 양성방안은 3가지인데 모두 교사자격증에 전담교과명을 병기하는 것이 공통점이다. 제1안은 교육대학교의 기존 심화과정을 통해 교과전담교사를 양성하는 방안이고 제2안은 제1안의 시행을 전제로 하면서 전담 교과에 한하여 심화과정의 학점을 6학점 ~ 9학점 정도 늘리는 방안이며 제3안은 교과전담 (음악, 미술, 체육, 영어 교육과) 학생에 한하여 국어, 수학, 사회, 과학, 윤리, 실과 교과의 각과교육을 모두 필수로 이수하면서 체육, 음악, 미술, 영어의 각과교육 중에서 하나만을 선택하는 방안이다. 3가지 양성방안에 따른 음악교사 양성 프로그램은 교과교육학과 교과내용학을 3가지 방안 모두에서 고루 배정하여 필수 과목을 동결시키고 심화과정의 학점수가 증가할수록 음악실기 같은 교과내용학의 비율을 확대하여 음악적 능력 배양에 중점을 두었다. 음악프로그램의 교과목들은 3가지 방안에서 거의 비슷하게 제시하였는데 이는 프로그램을 현실적으로 더 쉽게 적용하기 위해서이다. The purpose of the study was to develop the education program for the elementary music teacher training. The procedures of this study were as follows: 1) surveyed the current status of the subject specialist system to the elementary teacher; 2) reviewed the related literatures of the subject system in order to devise the educational system for the subject specialist; 3)revised the educational system through the first educational specialist council; 4) reviewed the musical competences for the music teacher and analyzed the Korean and American music education curriculum; 5) surveyed the revised educational system to the music education professors at the national university of education; 6) consulted the revised educational system to the educational specialist council; 7) developed the music programs for the elementary music teacher training based on the three plans of the devised educational systems. The three plans are step by step and required the prescribed certificate as the subject specialist The first plan is the same credit as intensified program in the university of education, the second plan is the expanded first plan, and the third plan is the enlarged plan because the credits for the specialist program are biggest among the others. Since music education majors do not take the other subject education courses such as physical education, art eduction, English education, the whole credits for the specialist program are 33. The devised music programs for the elementary music teacher training offer the same required music courses comprised of all areas of music performance, music theory, music education, Korean music. As the credits increase, the selective music courses are augmented.
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