가정의 음악적 환경이 자녀의 성격 및 음악학업성적과의 관계

Abstract

The present study is intended to investigate how home musical environment which is one of the keys in the human life is related to the personal growth of children, especially their personality, and musical achievement at school. The following problems are dealt with in this paper to investigate the importance of home environment that has a significant effect on the character building, particularly what effect musical environment has on the emotional development of children. 1.Effect of general cultures of home on the personality and musical achievement of children at school. 2.Effect of family musical activity on the personality and musical achievement of children at school. 3. Effect of family musical activity on the personality and musical achievement of children at school. 4. Effect of home musical atmosphere on the personality and musical achievement of children at school. 5. Effect of family interest in music on the personality and musical achievement of children at school. 6. Effect of the number of home disks on the personality and musical achievement of children at school. 7. Effect of the number of home score on the personality and musical achievement of children at school. A total of 245 students or middle and high schools of both sexes in Seoul city was selected for the present study and the relation of home musical environment to their musical achievement at school was investigates in respect of those enumerated above by using musical environment survey sheet and standardized personality diagnosis. The results obtained are summarized as follows: A. interrelation between musical environment and personality. In the case of boy student of middle school, it was confirmed that personality is related to the level of general culture of home and musical environment. The students of high level in general culture of home showed somewhat dominance and conformity. In the case of girl student of middle school, their home musical activity is interrelated with their personality which is somewhat lack of stability according to frequent musical activity while their sociality and predominance seem to be high. The degree of musical experience of parents is not significantly interrelated to personality while feminine personality can be observed in those whose family interest in music increases. The number of home disks and the score is relayed respectively to do dominative and predominant personality. In the case of boy students of high school, their personality is submissive as the family interest in music increases while it is lack of stability as the number of home disks increases. In the case of girl students of high school, it is noticeable that the family interest in music is related to dominative personality as contrary to boy students. In other works, a psychological factor plays an important role in the character-building of boy students while a phtsical factor does the same in the case of girl students. B. Changing factors of personality and musical achievement at school. Almost no changing factor of personality is interrelated to the musical achievement at school. The boy students of middle school are liable to have conformity as the musical achievement becomes good while girl students show sociality as the musical achievement becomes good. There was observed no signifiant correlation in the hight school students of both sexes and the musical achievement failed to suggest and changing factors of their personality. C. The relation between changing factors of home musical environment and musical achievement at school. The boy students of middle school show somewhat good musical achievement according to the level of their general culture of home and the same tendency may be observed is the number of home disks increases. From view of the fact that general culture of home is related to the musical achievement at school, the cultural level of parents or family members plays more important role than the creation of home musical atmosphere. Therefore, it may be seen that the emotional home climate is more important in learning music than skill or facility. The boy students of high school also show good musical achievement at school according to the level of their general culture of home while the musical achievement of girl students is related to the musical experience of their personality. This indicates the existence of difference between middle school and high school.; 본 연구는 가정의 음악적 환경이 자녀의 성격과 어떤 관계가 있으며, 음악학업성적에도 어떤 영향을 미치는 가를 실승적으로 검증하는 연구이다. 본 연구를 통해서 자녀의 인간성, 성격이 가정환경과 어떤 상관이 있는지를, 가정에서의 음악환경과 학교에서의 음악교육을 연결지으므로서, 상관관계를 비교해 보고자 한 것이다. 본 연구에서 규명하려는 문제는: (1) 가정의 일반적 교양 (2) 부모의 음악경력 (3) 가정의 음악적 활동 (4) 가정의 음악적 시설 (5) 가정의 음악적 흥미 (6) 가정의 음반 수량 (7) 가정의 악보 수가 각각 자녀의 성격과 음악학업성적에 어떤 영향을 미칠것인가? 위와 같은 문제를 해결하기 위해서, 검사대상은 시내 중・고등학교학생 245명을 대상으로 하였으며 여기서 나온 결과를 기초로 결론을 맺어보면 다음과 같다. 1.음악환경과 성격과의 상관관계 남자 중학생의 경우 성격검사와 일반 교양과 음악적 활동의 관계가 있으며 가정의 일반적 교양이 높으면 성격은 지배성, 동조성이이다. 음악환경변인으로는 가정의 음악적 활동만이 성격과 관계가 있다. 여자중학생, 남자중학생의 경우와 같이, 음악적 활동이 성격과 상관이 있고 음악적 활동이 많을 수록 안정성이 부족하고 사회성, 우월성은 높은 편이다. 부모의 음악경력이 높을수록 타당성이 적고, 음악흥미가 높을수록 여성적이다. 남자고등학생, 음악적 흥미가 많을수록 성격은 복종적이며, 가정의 음반수록 많을수록 안정성이 적다. 여자 고등학생, 음악적 흥미가 많을 수록 성격은 안정성과 상관이 있다. 2.성격변인과 음악성적 성격변인과 음악성적과의 유의한 상관은 거의 없고, 남자중학생,음악성적이 높을수록 동조성을 갖기 쉽고, 여자중학생,음악성적이 높을수록 사회성이 낮다. 남, 녀 고등학생에 있어서는 음악성적과 성격과 상관이 없다. 3.가정의 음악적 환경변인과 음악성적과의 관계 남자중학생, 가정의 일반적 교양이 높을수록 음악성적도 높으며 음반수가 많을 수록 음악성적도 높은 편이다. 여자중학생, 가정의 일반적 교양과, 음악적 활동이 음악성적과 상관이 있고 음반수나 음악경력과는 상관이 없다. 남자고등학생, 가정의 일반교양이 높으면 음악성적도 높고 여자고등학생, 부모의 음악경력이 높을수록 음악성적이 좋은 편이다. 4. 가정의 음악적 환경변인과 상호상관도 남자중학생, 일반적 교양, 음악적 활동은 음반수에 유의한 상관이 있고 음악적 분위기는 음반수와 역상관을 보였다. 여자중학생, 일반적 교양과 음악활동과는 상관이 없으나, 다른 변인에는 상관이 없었다. 남자고등학생, 가정의 일반적 교양과 음악적 활동은 음반수와 관계가 깊고 가정의 음악적활동은 음반수와 악보수에 상관이 있다. 여자고등학생, 부모의 음악적 경력과 음악적 흥미와 관계가 있고, 부모의 음악적 경력과 음악적 흥미와 악보수와는 상관이 많이 있음을 알 수 있다.