슈타이너의 교육이념에 의한 발도르프 ( Waldorf ) 학교의 음악교육

함희주(Hee Ju Ham) 한국음악교육학회 1998 음악교육연구 Vol.17 No.-

Die Waldorfschule ist eine alternative und reformative Schule. Im Jahr l919 begruendet die Schule zuerst in Stuttgart von Rudolf Steiner. Seither wurde die Waldorfschule nicht nur in Europa, sondern auch in vielen andern Laendern besonders in USA. Asia usw. eroeffnet. Die Ansicht zur Erziehung R. Steiners ist die Menschenbildung. Um seine Erziehungsziel zu gut begruenden, hat er das Konzept der Anthroposophie konzipiert. Die Authroposopie bedeutet die Sophia vom Menschen. Die Erziehung der Menschen muss nach Grundsatz der Anthroposopie geplant werden. Die Arbeit beschreibt ueber die Erziehungsidelolgie Steiners zur Waldorfschule im folgeden Inhalte. 1. Die Entwicklung der Waldorfschule, 2. Die Anthroposophie 3. Das Ziel der Musikerziehung und philosophischer Ansatz 4. Die musikalische Meinung Steiners 5. Der Leib und die Musikerziehung 6. Das Curriculum und die Unterrichtsmethode 7. Die Eurhythmie 8. Die Lehrerausbildung.

다중지능이론을 적용한 음악교수,학습지도 실험 연구

함희주 ( Hee Ju Ham ) 한국예술교육학회 2007 예술교육연구 Vol.5 No.1

This study is an experimental study which applied Multiple intelligence theory, one of the important theory in contemporary educational Psychology, in the field of teaching music. For the background of this study, Howard Gardner`s Multiple intelligences theory and teaching and learning method in music for understanding is presented. Also I`ve analyzed some issues of after applying theory practice into real music class. And some suggestions of how we can apply Multiple intelligence theory in teaching and learning in real music class, what the problem is, and what we can arrange them for better progress are offered. The real application in music class was made by elementary school teachers in the field.

독일 초등학교 음악교육에서 융합학습 탐색과 수업사례 분석

함희주 ( Hee Ju Ham ) 한국예술교육학회 2014 예술교육연구 Vol.12 No.4

This study deals with the convergence-based elementary music education in Germany. In Germany, the terms facherubergreifend and Facherintegration are used in indicating the concept of convergence education. In practice, convergence-based lessons are divided into three approaches, fachuberschreitend, facherverknupfend and facherkoordinierend, and fachererganzend. These three approaches are classified according to integrating methods in convergence-based lessons. The concepts of these three methods include integrating approaches such as multidisciplinary, interdisciplinary, and post disciplinary. The results of this study reveal that the most commonly used methods are multidisciplinary and interdisciplinary, The analysis results of this study are based on music curriculum documents of Berlin State and elementary music textbooks, Rondo and Sing und spielt. The music lesson materials created by Kraft. B. are utilized in analyzing elementary music lessons through case study.

초등 음악교육에서 제 7 차 음악교육과정 목표의 적용 가능성 연구

함희주(Hee Ju Ham) 서울대학교 음악이론연구 2001 음악이론연구 Vol.6 No.-

N/A

음악생활 ( 독 . Musikleben )

함희주 (Hee Ju Ham) 민족음악학회 1995 음악과 현실 Vol.9 No.-

N/A

독일 베를린 주 고등학교 교육제도 및 음악과교육과정 탐색

함희주 ( Hee Ju Ham ) 한국예술교육학회 2012 예술교육연구 Vol.10 No.1

This paper focuses on the analysis of the high school music curriculum Berlin in Germany. The curricula of Berlin-Germany are developed independently by each state. Thus, the curriculum of each state is designed according to local education policy, which is determined by its education ideals, its social and cultural property, its political capability and so on. Today, in Germany, education improvement efforts are being made in order to reflect social and economic changes occurred after the unification as well as changes demanded by the flow of the international community. One of the major efforts being made is to improve educational structure. The education structure improvement efforts of Germany include changes on the school system and the length of education years; They are changing their education structure from the traditional 3 years of high school and the gymnasium system for the elite to 2 years of high school and integrated school management system. Berlin, which is designated as the capital of Germany after the unification, is leading these improvements. Therefore, the essential data of this study is the music curriculum of high school in Berlin. The music curriculum of high school in Berlin consists of introductory and advanced course. The former is applied to the students who take music as general education and the latter is for the students who choose music as their major. In Republic of Korea a new curriculum for the high school students who want to major in music began to be introduced for the first time in the 2009 National Music Curriculum Revision for High School. In conclusion, it is expected that the advanced music curriculum of German high school will serve as a role model for that of Korean high school.

한국 음악교육의 발전과정 19세기말에서 현재까지의 역사적 흐름을 중심으로

함희주 ( Hee Ju Ham ) 한국예술교육학회 2013 예술교육연구 Vol.11 No.1

본 논문은 19세기말에서 현재에 이르기까지 한국 음악교육의 역사적 흐름을 정리한 것이다. 중점 주제는 시대적 흐름 안에서 학교음악교육이 국가적, 사회문화적, 정치적 변화와 함께 어떻게 발전되었는가에 관한 것이다. 본 연구에서 음악교육의 발전과정을 구분하는 시기는 모두 7기로 구분하였다. 각 시기 구분과 핵심 주제어를 제시 한 근거는 국가 정책적 요인을 근거로 나타난 사회 문화적 변화와 그에 따른 교육정책 음악교육현황 등에 의한 것이다. 따라서 제1기에서 제6기까지 시기구분과 핵심적 주제어는 이러한 사실을 배경으로 제시하였고, 제7기는 시기 구분에 적합한 핵심 주제어를 정하는 것이 적절하지 않다고 판단되어 시기와 2000년대 이후의 음악교육으로만 표기하였다. 연구의 내용은 먼저 배경적으로 각 시기별로 국가정책, 사회문화적 현상, 교육정책과 교육과정 개정, 인물 등을 중점적으로 서술하였다. 음악교육발전에 공헌한 인물들은 먼저 각 시대에서 활동하면서 음악교육 발전에 공헌했던 학자들을 선두로 제시하였고, 이후 1980년대 이후에서 2000년대 이전까지 외국에서 수학하고 한국음악교육계에서 중요한 역할중인 현존하는 대표적 학자들의 영향과 그들의 업적들을 부분적으로 소개하였다. 결론 부분에서 한국음악교육의 미래적 전망에 관해서 간략한 견해를 제시하였다.

음악과교육과정에서 사회학적 접근의 필요성

함희주(Hee Ju Ham) 한국음악교육학회 2006 음악교육연구 Vol.31 No.-

초등 저학년 놀이적 음악교육에서 엘케 헬러의 상황중심 교육이론 적용가능성 연구

함희주 ( Hee Ju Ham ) 세계음악학회 2011 음악과 문화 Vol.24 No.-

This study focuses on an examination of possibility for the application of German situation-based education theory to play-centered music education at the lower grades of the elementary school. Specifically, this thesis deals with a suitability of the application of situation-based education theory to play-centered music education which is emphasized in learning activities for "Pleasant Life" subject of the elementary education curriculum. In Germany, the earlier studies on situation-based education were conducted in the early childhood education area ; however, recently, the situation-based education theory is being studied as common open education theory. The curriculum of first and second grades in elementary school, which is the integrated curriculum, is organized in connection with pre-school, primary, and secondary education. The results of this study based upon the analysis of the curriculum of "Pleasant Life" subject show that learning activities were composed of play-factors and the teaching-learning guide program also had a situation-based education structure. Therefore, it is concluded that the German situation-based education theory is applicable to the Korean play-centered music education at the lower grades of the elementary school.

학교 교육에서의 교사와 학생의 상호주관성에 관한 연구

함희주(Hee Ju Ham) 한국음악교육학회 2000 음악교육연구 Vol.19 No.-

Mit dem vorliegenden Konzept sollte auf die Grundlage ein Einblick in die Lehrerarbeit an den Schulen und deren Bedeutung fuer die Lerntaetigkeit und die Kooprationsbeziehung mit den Schu¨lrern gegeben werden. Ein wichtiger Anspruch demokratischer Gellselschaft besteht darin, dass die heranwachsende Generation inden Ausbildungsinstitutionen diejenigen Fa¨figkeiten erwerben kann, die sie spa¨ter zum Verhalten als mu¨ndige Gesellschaftsmitglieder braucht. Damit kommt der Schule die Austragtung von Konflikten und auf rationale Formen der Artikulation von Bedu¨rfnissen and Interessen vorzubereiten. Fu¨r die Schu¨ler ist der Unterricht nicht nur ein Prozess der Aneignung von inhaltlichen Fa¨higkeiten und Kenntnissen, die in Stoffpla¨nen und Fachzielen festlegt sind. Er ist fu¨r sie ein sozialer Prozess der Auseinandersetzung mit der Autorita¨t des Lehrers. Die Autorita¨t, mit der der Lehrer den Schu¨lrern gegenu¨bertritt, hat eine komplizierte Struktur, in der sich drei Ebenen unterscheiden lassen. 1. Die Autorita¨t des Lehrers ergibt sich aus dem Enwachsenenstatus, durch den der Pa¨dagogen gegenu¨ber den Schu¨lern abgesetzt ist. 2. Die Autorita¨t des Lehrers ist durch Professionalisierung gekennzeichnet, well er eine spzielle fachliche Kompetenz besiezt, die er sich in der Berufspraxis erworben hat. 3. Die Autorita¨t des Lehrers ist durch gesellschaftliche Bildungsforderungen verbindet. Eine Humanisierung der schulischen Unterricht ist auf die soziale und pa¨dagogische Bewegung unter den Lehrern angewiesen, so dass Vera¨nderungsinitiativen nicht nur von oben administrativ verordnet werden, sondern von unten aus der pa¨dagogischen Praxis in der Schule ausgelo¨st werden.