D. Elliott의 실천주의 음악교육철학에 따른 수업방안 연구 : 감상 수업을 중심으로
A Study On Music Learning Methods Based On Elliott's Philosophy of Praxialism music education : Focused on music appreciation class
- 발행기관 강릉원주대학교 교육대학원
- 지도교수 김승민
- 발행년도 2009
- 학위수여년월 2009. 8
- 학위명 석사
- 학과 및 전공 음악교육전공
- 원문페이지 ii, 50 p.
- 본문언어 한국어
초록/요약
Music education places the emphasis on letting students make the right comprehension on the significance and values of music through the major and practical factors of music. But, it is the deplorable reality that the ongoing music education falls behind major academic subjects related to exams for university entrance, and the education is hardly conducted in real school lessons David J. Elliott (1948~), an activism-based music education philosopher, stressed in his book titled 『Music Matters』that 'Music must be experienced on the basis of multi information on music fields through practical music performance including 'musical production' through musical activities and knowledge forms in the context of globally different music cultures, and 'musical appreciation' through the comprehensions and listening on various information on music'. The goal of music education in The 7th Music Curriculum in South Korea is to "develop musical sense and creativity and create abundant musical sentiments through different musical composition and musical activities"'. One of the most major duties of music teachers is to plan and practice music and music lesson guidance in pursuit of raising musical sense and creativity. In this regard, this research thesis presented educational methods on musical appreciation, with the focus on Bolero containing in a musical textbook for the tenth grade in high school on the basis of activism-oriented musical educational philosophy pursued by Elliot. In other words, the aim of this research thesis was at presenting educational methods through the model of 'cognitive apprenticeship theory' among Elliot-pursuing activist musical faculty curriculum, and at researching creative music education. Music education philosophy has something to do with the exploration of rationales of music education and the pursuit of musical essence and values. The establishment of the essence and values of musical educational philosophy makes it possible for Music teachers to set the directions of music education, and establish a lot of concepts and assert the legitimacy of music education. This research thesis put forward musical faculty curriculum on the basis of 'cognitive apprenticeship theory' stated by Elliot against the theoretical background of Elliot-pursuing activist musical educational philosophy and then, introduced learning guidance methods necessary for ability to express, perform, create and appreciate music. It is possible to make the easy comprehensions on music and develop musical sense in the process of learning and performing active musical activities appreciated and performed through modeling, coaching and scaffolding ones among 'cognitive apprenticeship' learning methods provided by music professors. Clarification and self-reflective thoughts can be helpful in appreciating and feeling music and making clear expressions of how music is appreciated. Exploration can be used as the methods right for looking back on learners' educational and training methods, and developing learning habit on learners' own. In Music education fields, learning guidance methods and educational philosophy adopted by music teachers have many effects on learning guidance. Therefore, music teachers need to study and explore what problems the ongoing music education has and then try hard to solve such problems, without cease.
more목차
Ⅰ. 서론 = 1
Ⅱ. 실천주의 음악교육 철학의 이론적 배경 = 2
1. 심미적 음악교육 철학 = 2
2. 실천주의 음악교육철학 = 8
3. 음악하기(Musicing) = 21
Ⅲ. 엘리엇(D. Elliott)의 실천주의적 음악과 교수.학습 과정 = 25
1. 인지적 도제 학습 이론 = 25
2. 인지적 도제 학습 방법 = 27
Ⅵ. 교수. 학습 지도안 (음악 감상 지도 - 라벨의 볼레로) = 32
Ⅴ. 결론 = 44
참고문헌 = 45
ABSTRACT = 48
부록 = 50
