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교육과정 개정에 따른 고등학교 음악교과서의 대중음악 내용 분석 : : 2009, 2015 개정 교과서를 중심으로

A Study of Popular Music in High School Textbooks based on the National Curriculum Revisions in 2009 and 2015

초록/요약 도움말

A Study of Popular Music in High School Textbooks based on the National Curriculum Revisions in 2009 and 2015 Yumi Rhee Major of Music Education Graduate School Education GangneungWonju National University Summary The purpose of this study is to compare and analyze the changes of popular music in high school music textbooks between 2009 and 2015 the National Curriculum Revisions and eventually help facilitate effective popular music education in the future. Based on the comparison between the revised curricula in 2009 and 2015, this study reviewed the notions, characteristics, and types of popular music. 10 different publishers of 2009 and 2015 revised high school music textbooks were selected according to the standards of the analysis so that 20 textbooks in total were compared and reviewed, and the changes after the 2015 revision were analyzed from the perspective of the new curriculum. The results of the study are the following: First, while the goal of the 2009 curriculum revision was to foster creative talent, the 2015 curriculum was to train creative/convergent talent. Second, the proportion of the popular music in the 10 different textbooks increased from 21.8% to 24% between the 2009 and 2015 curriculum revisions. Third, after the analysis of the proportion changes by genre, the study found out that K-pop still took the highest percentage of representation among the pop music genres in the textbooks, even though it decreased to 33.7% in 2015; the proportion of pop music decreased to 19.5%, movie soundtracks to 8.4%, and jazz to 2%. On the other hand, the percentage of musical soundtracks increased to 21.6%, animation movie soundtracks to 5.3%, and others to 8.4%. There was no change in the proportion of TV show soundtracks. Fourth, the percentage of “singing” in musical activities decreased to 50.5%. “Instrumental” activities increased to 25.8%, “appreciation” activities to 16.3%, “creative” activities to 2.1%, and the combination of singing and appreciation activities to 5.3%. In other words, there were more exercises within instrumental, appreciation, and creative activities in the 2015 curriculum revision, but for the most part, the 2015 popular music education curriculum concentrated on singing activities. Fifth, the popular music in the 2015 high school music curriculum revision reflected its core values, "capability of the cultural community," "familiarization," "connectivity," "STEAM education," and "thinking capacity of musical creativity/conversion." Popular music has naturally become part of our lives; it is not just a sign of the times but having values of educational materials that show cultural and social aspects. Since a music curriculum is to let students understand the methods of music composition and expression and participate in different musical activities, popular music in textbooks will be able to keep students interested. As the proportion of popular music in textbooks has increased, we should look forward to more diverse genres of popular music and musical activities in music classes.

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목차 도움말

목 차


Ⅰ. 서 론 1
1. 연구의 필요성 및 목적 1
2. 연구방법 2
3. 연구의 제한점 2

Ⅱ. 2009 개정 교육과정과 2015 개정 교육과정의 비교 3
1. 교육과정 비교 3
1) 교육과정 성격 3
2) 추구하는 인간상 4
3) 교육과정 구성의 방침(중점) 5
2. 음악과 교육과정 비교 6
1) 교육과정 편제 6
2) 교육과정 목표 7
3) 2015 개정 음악과 교육과정의 성격 8
4) 음악 내용 체계 비교 9
5) 성취기준 비교 11
6) 평가 방향 11

Ⅲ. 대중음악의 이해 13
1. 대중음악의 정의 13
2. 대중음악의 장르 14
1) 한국 대중가요 14
2) 팝(Pop) 음악 14
3) 재즈(Jazz) 15
4) 뮤지컬(Musical) 음악 15
5) 영화음악 15
6) 드라마 음악 15
7) 애니메이션(Animation) 음악 16
8) 크로스오버(Crossover) 음악 16
9) 흑인영가 16

Ⅳ. 2009 개정 고등학교 음악 교과서와 2015 개정 고등학교 음악 교과서의 대중음악 내용 비교 분석 17
1. 분석대상 17
2. 분석기준 18
3. 고등학교 음악 교과서의 대중음악 분석 18
1) 출판사별 대중음악 제재곡 18
2) 교육과정별 대중음악의 수록 비율 51
3) 대중음악의 장르별 수록 현황 52
4) 대중음악의 활동영역별 수록 현황 54
4. 2015 개정 교육과정의 관점으로 본 교과서의 대중음악 55

Ⅴ. 결 론 57

참 고 문 헌 59
ABSTRACT 61

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