협동학습모형을 적용한 중학교 음악극 창작지도 방안

다국어 초록 (Multilingual Abstract)

The Neo-liberalism tracing back to 'the law of survival of the fittest' has given birth to the infinitely egoistic schools overflowing with the competitions. The creative music drama activities may well be a solution to such a problem. The creative music drama activities encompassing appreciation, singing and composition must allow for an integrated experience of music, while providing even those students lacking in confidence in music with an opportunity to express their musical creativity using a way meeting their capacity by giving them the roles commensurate with their competence. Furthermore, the creative music drama activities help to improve students' sociality and encourage them to reflect on themselves through the experiences of meeting other people or characters.
With such basic conceptions in mind, this study was aimed at suggesting a creative music drama teaching guidance available in the classroom. To this end, the preceding studies were reviewed to discuss the utility and need of the creative music drama activities, and thereupon, the GI Co-learning model allowing for a democratic teaching and learning was applied to suggest an effective teaching guidance. The GI model suggested by Sharon was adapted to the creative music drama teaching guidance, and thereby, such activities as selection of theme, organization of small groups, planning and division of roles, explorations by role, preparation for the presentation of the music drama, performance of the music drama and evaluation were distributed into 4 classroom sessions to design a structured teaching guidance.
Based on 2009 National Curriculum, learning goals and major activities were determined for a practical teaching guidance, while 17 middle school music textbooks were analyzed to determine the scope and meaning of 'music drama' and 'creation.' Besides, in order to arouse students' interest and motivate them, the opening and ending parts of the musical 'Les miserable' - '"Look down"' and "Do you hear the people sing?" were selected as samples, while diverse music drama pieces were selected, upon analysis of the textbooks.
The first session was designed to help students appreciate and understand the types and characteristics of the music drama, while introducing the students to the four-session teaching guidance, and the second session was designed to help students learn about the sample pieces and compose the stories through information gathering and exploratory activities. The third session was designed to encourage students to discuss the music, physical expressions and costumes for the creative story and lyric they had written, and thereupon, rehearse the creative music drama. The fourth session was designed to help students to learn about the etiquette of the performance, present their creative music dramas by group, evaluate their works and conclude the sessions.
Lastly, it is hoped that this study will be useful to improve students' music competence through appreciation and performance and enhance their creativity through the creative music drama activities, while feeling their intra-group interactions and self-esteem, and ultimately, grow into a whole person.

국문 초록 (Abstract)

‘적자 생존설’을 기반으로 탄생한 신자유주의 사상은 교육에 도입되어 경쟁적 학교의 모습을 탄생시켰고 이것은 학교폭력, 왕따 등 다양한 학교 문제를 만들어내었다. 음악교과 교수·학습은 이러한 문제에‘음악하기’활동을 통한 해답을 제공한다. 특히 감상, 가창, 창작의 과정이 모두 포함된 음악극 창작활동은 음악의 통합적 경험 뿐 아니라 구성원 모두가 특정 분야의 전문가가 되어 상호 작용을 통한‘총체적 체험’이 가능한 활동으로 현대 교육이 지향하는 창의적 인간상을 길러내는데 도움을 준다.
이에 본 논문은 선행연구를 통해 음악극 창작 활동의 효과와 필요성에 대해 고찰하였으며 효과적인 수업지도방안을 제시하기 위하여 경쟁적, 개별적 학습 구조를 해결 할 수 있는 협동학습모형을 도입하여 정의적 효과를 최대화 하고자 하였다. 많은 협동학습 모형 중 GI(집단탐구모형)협동학습모형은 학생들의 자발적 참여와 민주적 참여를 독려하는 모형으로 GI 모형의 음악극 창작활동 도입은 감상과 연주 활동을 통한 ‘음악성 향상’과 창작 활동으로 인한 ‘창의성 향상’, 음악극 창작의 과정에서 생기는 갈등을 민주적 절차와 탐구로 해결시켜 ‘사회성 향상’까지 기대할 수 있다.
본 논문은 효과적인 음악극 창작 활동을 제시하기 위하여 시중에서 구입 가능한 중학교 교과서 17종을 분석하여 중학교 수준에서의 ‘음악극’과 ‘창작’의 의미를 정의하고, 학생들의 흥미와 동기부여를 위하여 교과서에서 제시한 음악극 곡 들 중 뮤지컬 《레 미제라블(Les miserable)》의 오프닝곡과 엔딩곡인“Look down”과 “Do you hear the people sing?”을 제재곡으로 제시하였다.
교수학습 지도안은 총 4차시로 구성하여 한 반에 36명의 중학생을 대상으로 수업으로 설정하고 효과적인 지도를 위하여 샤란 과 샤란(Sharan & Sharan)이 제시한 GI 학습 모형의 단계를 수업의 절차에 대입하여 사용하였다. 이후 각 단계에 맞는 학습 목표를 교육과정에 근거하여 설정하고 수업활동을 제시하여 구체적인 음악극 창작의 교수 학습 지도안이 되도록 개발하였다.