영화를 이용한 음악 감상 수업에 관한 연구

현경실(Kyung Sil Hyun) 한국음악교육학회 2011 음악교육연구 Vol.40 No.2

The purpose of this paper is to propose, test and evaluate a procedure and a method of teaching music using films, so that they can be used in junior high and high schools as well as universities for music courses. Types of film-using classes are classified, and principles of effective course design are proposed. A teaching plan for one semester is designed. The course was administered to 272 undergraduate students in four classes for music appreciation course using films at the author`s university. A test for music appreciation capability and questionnaires for measuring preference and effectiveness were administered. The following conclusions are reached about the developed method: First, the music education using films helped about 90 % of the students understand classical music. Second, 80% of the students came to have positive attitude to classical music. Third, positive change occurred to the students` musical behaviors.

교육과정에 따른 고등학교 음악교과서 국악 가창곡의 변천 연구

현경실 ( Kyung Sil Hyun ) 한국예술교육학회 2014 예술교육연구 Vol.12 No.3

The purpose of this study is to analyze high school music textbooks from the first educational curriculum to the curriculum revised in 2009, review the historical development of korean traditional music education, and suggest the future direction to the korean traditional music education. Twenty-four music textbooks were investigated. The conclusions reached by this study are: First, korean traditional music took a small portion of curriculum in the 1st and 2nd curriculum and its importance increased gradually as the curriculum was revised. Second, in high school curriculum different areas of Korean traditional music became balanced. In the first curriculum 100 % was assigned to understanding of Korean traditional music but in the 2009 revision the different areas were balanced with 24.4 % of singing, 17.3 % of appreciation, 24.6% of instruments, 3.3 % of composition, 30.5 % of understanding. Third, the majority of songs in high school textbooks were Korean folk songs. In later kakok, kasa and pansori are considered but very little. Fourth, in the beginning there was a tendency to teach Korean folk songs in the same way the western music was taught though this tendency was improved. But still emphasis tends to be on jangdan and scales.

한국음악적성검사(KMAT)의 공인타당도 연구

현경실 ( Kyung Sil Hyun ) 이화여자대학교 음악연구소 2006 이화음악논집 Vol.10 No.2

The goal of this study is show the concurrent validity of KMAT (Korean Music Aptitude Test), which is the only music aptitude test developed in Korea. In this study, we measured and analyzed the concurrent validity of KMAT by administrating KMAT and Gordon`s MAP to the 4th, 5th, 6th, 7th, and 8th graders. A total of 725 elementary and junior high school students in Taegu and Seoul participated in the study. The results of the study are as follows: First, the means and the reliabilities of KMAT and MAP tests show that they can be applied to these students to measure their music aptitudes. The means of the KMAT tests range from 22.5 to 25.1, and are not so different from the means indicated in the test guideline. The means of the MAP tests range from 26.5 to 30.7, and are higher than the means indicated by the test manual. The reliabilities of KMAT range from .75 to .87 in melody and from .74 to .83 in rhythm. The reliabilities of MAP range from .75 to .82 in melody and from .77 to .84 in rhythm. These reliabilities are satisfactory considering that the tests are music aptitude tests. In other words, the means and the reliabilities of KMAT and MAP show that the tests can be applied to measure music aptitude of students. Second, the concurrent validity of KMAT is .55, which is obtained by comparing with MAP, which is the same kind of test as KMAT. In other words, the correlation coefficient between the KMAT test scores (melody + rhythm) and the MAP test scores is .55. This is statistically significant in the level of .001 (.p < .001). The correlation between the melody scores of KMAT and those of MAP is .43, and the correlation between the rhythm scores of KMAT and those of MAP is .46. All these correlations are significant at the level of .001. In other words, KMAT effectively measures the music aptitude of Korean students.

영화를 이용한 음악지도법 연구

현경실 ( Kyung Sil Hyun ) 한국예술교육학회 2010 예술교육연구 Vol.8 No.3

The purpose of the study was to classify film music according to ages, composers, and genres, to help students` appreciation of artistic music in junior high or high schools and colleges. 17 composers were chosen from music appreciation sections of the eight first-grade music textbooks of high school. 25 films were chosen where the music of these composers are used. In these films, other music by other composers are also found. In total, 80 music by 31 composers were selected. These are enough to cover all genres and composers needed for appreciation of artistic music. Based on these data, a semester`s lecture plan (14 weeks) is devised, and it can be also used for college education.

韓國과 日本의 傳統 音樂 敎育과 問題點

현경실(Hyun Kyung Sil)(玄璟實) 국립국악원 1995 국악원논문집 Vol.7 No.-

We have been calling western music music , and our own music traditional music. This shows that out society is dominated by western music. Every person, however, should be able to understand his own traditional music and to express his feelings with the music. It is because traditional music is the best means to express a person s feelings naturally. Recently there is a new awakening and effort to restore traditional music in schools. To evaluate this effort, this paper investigates the traditional music curriculum at schools. Also the paper analyzes the music textbooks of elementary schools and finds out problems in traditional music education. The interest in traditional music arose in Japan as well. Because what happened to Japanese traditional music may help understand our situation, the paper analyzes the traditional music curriculum and music textbooks at Japanese elementary schools of Japan. According to the music textbooks, the problems of traditional music educations of Korea and Japan can be summarized as follows: 1) Both in Korea and Japan, western music dominates traditional music. This is true not only of singing and listening, but also of instruments, musicians, vocalization methods. 2) Both in Korea and Japan, the western music notation is used to represent traditional music and it is difficult to capture characteristics of traditional music in this western music notation. 3) In Korea, traditional music (singing and listening) is 14.6% of all, while it is 8.1 % in Japan. Based on the above findings, the paper presents the following suggestions for effective restoration of traditional music. First, 50% of the time should be allocated to Korean music. Second, there should be two separate music curriculums, that is, western music and Korean music like there are both western hjstory and Korean history in history education. Third, the music teachers should be re-educated in Korean music, and for the future teachers, education universities should emphasize Korean music education. Fourth, we have many traditional children songs and plays. Lower grade students should be taught these songs and plays.

초등학교 음악교과서 국악 내용 변천 연구

현경실 ( Kyung Sil Hyun ) 한국예술교육학회 2013 예술교육연구 Vol.11 No.2

정 교육과정까지의 음악교과서를 모두 분석하여 국악의 교육이 어떻게 발달되어 왔는지 그 역사적인 변천을 조사하고 미래의 방향성을 제시하는데 있다. 연구의 대상은 현재까지 우리나라 초등학교에서 사용된 모든 교과서 44권이다. 연구에 따른 결론은 첫째, 우리나라 초등학교 음악교과서의 국악의 비중은 교과과정이 발달함에 따라 크게 늘어났다. 국악의 비중은 1차 교육과정에서 3.6%이었으나 점차 늘어 2007개정 교육과정에서는 국악의 비중이 26.9%가 되었다. 둘째, 국악을 영역별로 분석한 결과, 56.6%로 가창 영역이 가장 많았고, 다음이 감상 영역, 이해 영역, 창작 영역의 순이었다. 초기 교육과정에서는 가창 영역 외에 이해 영역이 높은 비율을 차지했었으나 교육과정이 발전할수록 기악과 창작의 영역이 늘어났다. 셋째, 국악가창곡은 크게 전래 동요, 민요, 창작 동요, 시조로 나눌 수 있었는데 교육과정이 개정됨에 따라 그 종류가 다양해지고 시김새의 종류도 다양하게 표현되고 있었다. 총 84곡이 나오는데 그 중 박자는 12/8박자가 37곡으로 가장 많았고. 42곡이 5음 음계를 쓰고 있었다. 장단은 자진모리와 굿거리가가장 많이 쓰이고 있었다.

한국 초등학교 4 학년부터 중학교 3 학년까지의 학생을 위한 한국음악적성검사의 타당도 연구

현경실(Kyung Sil Hyun) 한국음악교육학회 1998 음악교육연구 Vol.17 No.-

Good music aptitude tests can help discover talented students and improve music education by finding the weak and strong points of students. Especially Korean students need a music aptitude test that can measure both Western and Korean music aptitude. In this study, we have developed a music aptitude test, called Korean Music Aptitude Test (KMAT), for the 5th to 9th grade Korean students. KMAT was developed from August 1996 to September 1998, through fourteen times of pilot studies. The subject of this study consists of the 4th, 5th and 6th grade students from 36 elementary schools, and the 7th, 8th and 9th grade students from 14 junior high schools. The total number of the students is 7,297. KMAT was administered to 2,514 students from 14 schools in August and September 1998. KMAT consists of rhythm and tonal sub-tests, In the rhythm sub-test, students are required to answer same or different after listening to pairs of rhythm patterns without pitch. In the tonal sub-test, students are required to answer same or different after listening to pairs of 5-note tonal patterns without rhythm. The rhythm test items use 3/4, 4/4, 6/8, 12/8 meters. The tonal test items are developed by considering the direction and shape of melodies. The rhythm test reliability was .85. The tonal test reliability was .77. The inter-correlation between the rhythm sub-test and tonal sub-test is .41 for the 5th grade and .20 for the 6th grade. It means that the rhythm test and the tonal test for Korean students have are not closely related, and so both tests are needed. We obtained the concurrent validities of KMAT for the 5th and 6th grades. Concurrent validity is the correlation between the KMAT scores and the scores of a music achievement test. The music achievement test for the 5th grade was developed by an elementary school teacher for the 5th grade and the author. The achievement test for the 6th grade was developed the same way. The concurrent validity of KMAT for the 5th grade is .55 and that for the 6th grade is .40. Both correlations are statistically significant(p<.01). But to obtain better validity, music achievement tests whose validities are demonstrated are needed. Further required studies include finding correlations with other standardized music aptitude tests, and obtaining predictive validity of KMAT.

초등학교 음악수업의 실태조사

현경실(Kyung Sil Hyun) 한국음악교육학회 1999 음악교육연구 Vol.18 No.-

This paper surveys and analyzes the practice of music teaching and discusses directions to go, in order to find out teaching methods that improve the effectiveness of teaching. Ten elementary schools in Taegu participated in this study. We videotaped and analyzed 10 hours of music teaching, each performed by a different teacher. The students taught are from third graders to the 6th graders. We analyzed the kinds of language that teachers and students use in class, by means of the Flanders Category System. In this system, language activity (expressions) used in class are classified into 10 categories : (1. accept students` feeling. 2. praise or encourage. 3. accept or use students` ideas. 4. teacher`s questions. 5. lecturing. 6. giving directions. 7. criticizing. 8. students` simple responses. 9. Students` questions or statements. 10. Silence or confusion.) The first 7 categories are teacher activity and the last three categories are students` activity. It turned out that 25.6% of the time is spent for lecturing. 13.4% of the time for giving directions, and 39.2% for students` activity and teacher`s writing on the blackboard. Due to the nature of music teaching, lecturing is less significant compared to other classes. This seems desirable. The nondirective expressions that accept students` feeling (1), praise them (2), and use their ideas (3) are 7.2%, but the directive expressions that give directions (6) and criticize (7) are 14.3%. Their ratio (nondirective/directive) is 0.34. It means that music teaching is still teacher-centered and does not emphasize student`s involvement. The nondirective-directive ration should be at least 0.5. Teachers should understand encourage students more compared to rather than giving directions and criticizing. It will improve their human character and social interaction ability in addition to the effectiveness of teaching. The students express themselves for the 11% of the time, and their expressions are just simple responses to the teacher`s questions. Teachers need to phrase their questions and set up the mood of class so that the students may feel free to ask and egress themselves.

논문 : 유아와 초등학교 저학년을 위한 음악적성 검사 개발 연구

현경실 ( Kyung Sil Hyun ) 세계음악학회 2005 음악과 문화 Vol.12 No.-

교사들의 음악성 인지도에 대한 질적 연구

현경실 ( Kyung Sil Hyun ) 한국음악학회 2004 한국음악학회논문집 음악연구 Vol.33 No.-