노래지도 방법의 효율성에 관한 연구

Abstract

유아를 위한 음악교육에는 다양한 접근이 있겠으나 보편적인 형태가 노래이며 유아는 노래를 통해서 음악을 알게 되고, 많은 경험을 쌓게 되며, 정서적으로 안정된 원만한 인격의 소유자로 성장하게 된다. 따라서 음악의 중요한 부분인 노래를 효율적으로 지도함으로써 그 효과를 높이는 일은 매우 중요하다. 본 연구는 관악구 봉천동에 위치한 새마을 유아원에 취원중인 44명의 유아를 대상으로 노래지도에 있어서 인체리듬을 사용하여 지도한 집단과 손유희를 사용하여 지도한 집단으로 나누어 그 각각의 지도효과를 노랫말, 멜로디, 리듬 익히기를 평가함으로써 어느 방법이 보다 효과적인가를 검증하였다. 결과는 t검증을 사용하여 분석하였으며 그 내용은 다음과 같다. 1. 유아의 노래지도에 인체리듬을 사용하여 가르친 집단이 손유희를 사용하여 가르친 집단보다 노랫말을 익히는데 있어서 의의있는 차이를 보였다. 2. 인체리듬을 사용하여 가르친 집단이 손유희를 사용하여 가르친 집단보다 멜로디를 익히는데 있어서 의의있는 차이를 보였다. 3. 인체리듬을 사용하여 가르친 집단이 손유희를 사용하여 가르친 집단보다 리듬을 익히는데 있어서 의의있는 차이를 보였다. 4. 두 집단간의 노랫말, 멜로디, 리듬 익히기에 있어서 남·여의 차이는 없었다.;At the present time much emphasis is being placed on the importance of music education in early childhood development. There is general agreement that the most desirable form of music education for preschool children is singing. Through singing children learn about music, gain experience and mature to adulthood with emotionally stable, fulfilled personalities. In assessing the educational effect of preschool music education much attention must be given to the importance of the effective teaching of singing. This study was conducted at the Saemaul Yoo-A-Won in Bongchun Dong, Kwanak Ku in Seoul. A target population of 44 children was divided into two groups. One group was taught singing along with rhythmic movements while the other group was taught singing along with hand motion. Results were tabulated after each group had been taught, according to the prescribed methods of teaching, the words, the melody, and the rhythm. The sex variant along with the variables between the two groups were taken into account in the tabulation of scores. The following conclusions were reached as a result of the study : 1. The group that was taught singing along with rhythmic movements had a significantly higher ability to remember the words than the group taught the words along with hand motion. 2. Taking into account the sex variant, the group that was taught the melody along with rhythmic movements showed a significantly greater ability to retain the melody than the group taught the melody along with hand motion. 3. Again taking into account the differences in sex, the group that learned rhythm along with rhythmic movements showed a greater ability to remember the rhythms than the group taught the rhythms along with hand motion. 4. No appreciable difference in the comparison of the groups was noted with regards to the sex of the children.