세계 다문화적 음악교육의 동향: 미국, 영국, 호주, 독일, 캐나다, 일본을 중심으로

장근주 한국유초등음악교육학회 2007 음악교육 Vol.7 No.-

2007년 개정 음악과 교육과정에 기초한 국악교육의 방향

권덕원(Kwon Doug-won) 한국국악교육학회 2009 국악교육 Vol.27 No.-

본 연구의 목적은 2007년에 개정된 음악과 교육과정의 내용 체계를 국악 교육의 측면에서 분석하고, 국악 교육의 바람직한 방향과 방법을 탐색해 보는 데 있다. 2007년 개정 음악과 교육과정의 내용 체계는 크게 활동, 이해, 생활화 영역으로 구분되어있다. 이는 국악 교육에서도 음악적인 활동을 더욱 강조하고, 국악에서 핵심이 되는 개념의 학습을 중시하며, 또한 학생들이 각자의 생활에 국악을 더욱 적극적으로 활용해 나가도록 지도하는 것이 기본 방향임을 의미한다. 새로운 음악과 교육과정에서의 국악 교육의 방향은 크게 세 가지로 요약할 수 있을 것이다. 첫째로, 학교 국악 교육은 국악의 본질적 가치를 추구해야 한다. 국악의 특별한 가치를 학생들이 탐색할 수 있는 수업이 되어야 할 것이다. 둘째로, 미래 사회를 대비하여 국악의 창의적 가치를 추구해야 한다. 교사와 학생들은 창작 국악에 대하여 열린 마음을 갖고 국악 수업을 통해 창의적인 능력을 발달시켜 나가야 할 것이다. 셋째로, 교육을 통하여 국악은 서양음악 및 비서구음악과의 관계에서 구심체적인 역할을 찾아야 한다. 다른 나라의 음악에 대하여 배타적인 자세가 아니라 포용적인 가치관을 갖고 다루 되, 동시에 우리 민족의 음악을 음악 활동에서 중심에 놓을 수 있는 인식이 필요할 것이다. 학생들이 여러 음악을 다양하게 이해하면서 그 중에 국악의 역할과 가치를 올바르게 인식하게 될때, 그들이 성장하여 이루게 될 우리 사회는 음악에 대하여 포괄적인 시야를 가지면서도 동시에 민족의 음악적 가치를 실현하고, 또한 음악이 제 역할을 다 할 수 있는 바람직한 사회가 될 것이다. The school music curriculum was revised in 2007. This new version will have influence on the school music education as well as on the education of traditional music during 5 year or more. The education of traditional music in Korea have actually begun in 1980s, and it has reached a stable level in 1990s. The music curriculum of 2007 shows more qualified contents of traditional music, and it encourages music educators to teach Korean traditional music with a close attention. I suggest three points as a direction and strategy for the education of traditional music based the music curriculum of 2007. First, we should explore and teach the indigenous nature and value of Korean traditional music. Korean music has a differentiated and peculiar nature and quality that has been developed through the whole history of Korea. Teachers of Korean traditional music need to explore the nature of Korean music and to have students recognize and experience the unique characteristics of traditional music. Second, we should develop the creative aspects of traditional music and provide for the future. Traditional music until 20th century will not be enough for 21st or 22nd centuries. The next generation will ask for new music. Third, we need to do our best to place Korean music at the center of all music in Korea. Korean music educators need to have a favorable mind to non-Western music as well as Western music. New music curriculum of 2007 suggests that music educators need to have an open attitude for all kinds of music and an introspective sight to our own music.

음악교육에서의 문화 감응 교수 적용 방안 탐색

정진원,곽현규 미래음악교육학회 2019 미래음악교육연구 Vol.4 No.3

다문화 교육에 기반을 두고 있는 문화 감응 교수는 학생의 문화적 특성이 학교에서의 성취와 밀접하게 연동 되어 있다는 인식에서 출발한다. 문화 감응 교수는 학생들의 사회적, 경제적, 문화적 특성과 사회화 특성을 교수․학습에서 고려해야 할 중요한 요인으로 보고 이를 실천적으로 반영할 수 있는 교수법적 접근을 제안한다. 문화 감응 교수의 시작은 학교 내 소수 다문화 학생들에 대한 배려를 목적으로 하지만, 이질 문화에 대한 감수성을 신장하고 문화 이해력과 소통 능력을 증진할 수 있다는 점에서 모든 학생들을 대상으로 한다고 볼 수 있다. 현재 문화 소통 역량이 음악과의 핵심 역량으로 강조되고 있으나, 기존 종족, 인종 중심의 다문화음악교육의 한계점이 지적되고 있는 상황에서, 학생을 문화적 존재로 인식하고 민감하게 반응하는 문화 감응 교수는 음악교육에도 시사점을 갖는다. 본 연구는 문화 감응 교수의 이론적 근거와 방법을 탐색하여 음악교육의 시각에서 문화 감응력의 의미를 제고하고 다문화 기반 문화 감응 교수 적용 방안을 모색하는 데 목적을 둔다. The culturally responsive teaching, based on multicultural education, has been launched by recognizing that student's cultural characteristics are closely linked to school achievement. The culturally responsive teaching considers the social, economic, cultural and socialization characteristics of students as important factors to be considered in teaching and learning, and suggests a pedagogical approach to reflect them in teaching-learning practice in classroom. Although the initiation of the culturally responsive teaching based on multicultural education is aimed at caring for students of cultural minority in the school, it can be regarded as a pedagogical approach for all students in that it can increase sensitivity to cultural difference and adaptability for heterogeneous cultures and promote cultural understanding and communication. Currently, ability of cultural communication is emphasized as a core competency of the music education subject, but in the situation where the limitations of the existing ethnic, race-oriented multicultural music education are being pointed out, the culturally responsive teaching that recognizes the student as a cultural being and reacts sensitively has meaningful implication for music education. The purpose of this study is to explore the theoretical basis and methods of the culturally responsive teaching and to find ways to apply them to music education.

다문화 교육으로서 음악 교육의 필요성과 역할

민경훈 ( Kyung Hoon Min ) 한국예술교육학회 2009 예술교육연구 Vol.7 No.1

이 연구는 다문화 교육의 필요성에 대하여 알아보고, 이와 관련하여 음악 교육이 어떻게 준비하여야 하며 어떠한 역할을 하여야 할 지에 대하여 논의해 보는 것을 목적으로 하였다. 우리나라에서 다문화 교육의 필요성은 국제결혼의 증가, 노동력 유입 국가로의 탈바꿈, 북한 탈출 난민인 새터민의 꾸준한 증가에 기인한다. 다문화 가정의 자녀들 대부분은 학습 능력이 떨어지고, 문화적 충돌로 인한 소극적인 대인 관계를 형성하고 있다. 음악 교육은 다문화 가정의 자녀들에 대하여 매우 효과적으로 영향을 끼칠 수 있는 역량을 지니고 있다. 효율적인 다문화적 음악 교육을 위해서는 악곡의 선정이나 지도 방법적인 측면에서 많은 연구가 필요하다. 즉, 다양한 연주에 대한 동영상 자료, 악기, 행사, 축제, 문화 등과 관련된 다양한 그림이나 사진 등을 제작·개발하여 다문화에 대한 이해의 폭을 넓혀 나가는 것이 중요하다. This study aims to look into the necessity of multicultural education, and discuss how to prepare music education related to it and what the role of music education is. In Korea, the necessity of multicultural education is due to increase of international marriages, change into a country with the influx of manpower, and steady increase of refugees from North Korea. Most children of multicultural families have lowered learning ability, and have passive personal relations because of cultural conflict. Music education has a power that can have influence on children in multicultural families very effectively. For efficient multicultural music education, much study on the selection of musical pieces or methods of instruction is required. That is, it is important to produce and develop video clips about various types of performance, various pictures or paintings related to musical instruments, events, festivals, and cultures to broaden the understanding of other cultures.

월드뮤직의 수용과 다문화적 음악교육에 관한 초ㆍ중등교사의 의식 연구

이지선,조효임 한국국악학회 2004 한국음악연구 Vol.35 No.-

This study aims to investigate the level of school teachers' awareness about the problem concerning the multicultural music education based on the adaptation of world music. For the investigation, the direct paper survey was used. This study also aims to explore a solution and complementary method toward right developmental direction of Korean music education system concerning this matter. The result of this research is as follows: Most teachers, we surveyed, fairly aware about the necessity of multicultural music education in school class, however it is revealed that this is not adequately educated in school system at the moment. The problem seems to provoke from the aspects of education circumstance or school system rather than the insufficiency of the teachers' awareness about this matter. Also, it was found that students are usually not familiar to Korean traditional music, so its education is not effectively accomplished in school education system at present. To solve this problem, it was suggested by many teachers that Korean traditional music should be globalized based on the today's sensibility. If the globalization of Korean traditional music can be successfully made, it is accordingly assumed that the gap between class music and living music will be getting smaller and the Korean traditional music will reflect the sentiment of most students. Finally, it is urgently necessary to develop audio-visual teaching materials and song collections from various cultures for developing multiculrural music education in schools. These materials will offer teachers correct information and knowledge about various music cultures in the world and thus this will accordingly contribute to make the basement that students could be brought up as citizens of world, based on the wide understanding of multiculture of the world.

초등학교교육에서 다문화적 음악교육 적용가능성 탐색

함희주(Ham Hui Ju) 한국음악교육학회 2003 음악교육연구 Vol.25 No.-

This research has an intention of looking for the possibility of the multi-cultural music education in elementary school. As the theoretical basis for the research , We saw the application object, extent, and process about the multi-culture. As the basis, method, and extent comparing with our own social background to apply a multi cultural misic in the education of our elementary school. That is, in case of applying thses four principle used in multi-cultural concept; Assimilation, pluralismus, Antirassismus, Globalism in our school education, we should apply our own sociocultural position that has too different condition with U.S.A; the matrix of the concept. So, as the conclusion of this research, I think we should focus the definite approaching subject at Representing our music identity as the international aim and understanding other nation`s musical culture because we cannot help putting Globalismus as the multi-cultural object in our elementary school. Things such as Curriculum, text, and proper instructive materials or instruction method in field lesson should be given to implement multi-cultural music education. As the research`s result, there are some guide about it in the music curriculum, but there are less units about the knowledge of other countries` music. The multi-cultural music education with the object of globalism will be possible when these problems complement enough. I`ll finish this research suggesting the following discussion for the multi-cultural elementary musical education in conclusion. First, the musical education subject like setting up our cultural identity or understanding other culture of music is discussing about that kinds of subject `Traditional value and meaning of music , `Today`s music style in a new age , `The position and the identity of our music in all the world and Understanding and experiencing of the non-Europe music , and involving that direction in the music curriculum. To operate these discussion in the school education, the detailed approaching subjects are 1)Understanding a variety of musical culture including non-Europe music as wall as Europe music, comparing variety with difference about lots of different genre of music in the world, cognizing the individuality of other culture and our culture, organizing it to be socialization and civilization on music. 2)As looking for the other culture factors flowed in our music culture in history, educating cultural identity or our music style. 3)Relation to the other culture effect, grasping the inter-relation of techniques, style, materials used in many plural music that expressed in our music association there day. Second, as the real approach to be implemented efficiently to the multi-cultural music lesson, 1)it should present many-sided multi-cultural music in the elementary music text. 2)It should present a definite data that needs in the instruction-learning motion. especially as the materials for the real approach to be implemented efficiantly multi-culture music education in elementary school such as other culture`s natural object, traditional instrument etc, be used in lesson instead of field activities 3)To offer lots of high-level music lesson and to do field activities directly to the teachers, the abroad study training services is real urgent. Finally, all kind of discussion about multi-cultual musical education must be widened the extent for the social education as well as school education.

음악교과서에 나타난 다문화적 접근(1) -초등학교를 중심으로-

주대창 ( Dae Chang Ju ),조효임 ( Hio Ihm Cho ) 한국음악학회 2004 한국음악학회논문집 음악연구 Vol.33 No.-

논문 : 독일 초등 음악교과서의 다문화적 악곡 활용

주대창 ( Dae Chang Ju ),조효임 ( Hyo Im Cho ) 세계음악학회 2005 음악과 문화 Vol.12 No.-

음악교과서에 나타난 다문화적 접근(Ⅱ) -중등학교를 중심으로-

주대창 ( Dae Chang Ju ),조효임 ( Hyo-im Cho ) 한양대학교 음악연구소 2004 音樂論壇 Vol.18 No.-

Muticultural music education is one of the recent instructive efforts to find a way how music classes can reach their goal. Viewed from this angle, it is important to check folk songs that are included in music textbooks in public schools. Since the music textbooks exert a direct influence upon the teaching contents and methods of music classes, it is also very suggestive to consider contexts in which such folks music is handled. The aim of this paper is a systematic analysis of multicultural approach of music textbooks for the secondary school(7th to 12th Grade), paying attention to their presentation types. This study7s quantitative analysis of a wide variety of folks songs establishes that most folks tunes come from Western culture, especially from the United States of America and the Western Europe. The folks songs are applied chiefly to material to teach musical elements, while multicultural contents as a teaching theme are treated on rare occasions. There are 9 different music textbooks for Middle School and 8 for High School(10th Grade). Every music text book deals with roughly 20 international folks songs, but a fifth of them is connected to multicultural subject. Furthermore, only a few units in which multicultural contents are handled provide a teaching concept to be concentrated on multicultural contents. So, the results of the analysis have to be discussed in relation to teaching process of each lesson unit. Taking into account the theory of constructivism, we can conclude that it is necessary for multicultural music education to introduce definite guidelines into curriculum and develop effective teaching methods.

음악교과서에 나타난 다문화적 접근 1 - 초등학교를 중심으로

조효임,변계원,방금주,이지선,주대창 한국음악학회 2004 한국음악연구 Vol.33 No.-