중학교 음악교과서에 관한 연구

Abstract

現在 使用中인 中學校2學年 音樂敎科書는 모두 檢認定으로 14種이 된다. 學習指導의 遂行에 있어서 敎科書가 차지하는 比重과 役割은 다른 무엇보다도 크다고 하겠다. 따라서 이들 音樂교재가 音樂學習을 爲해 얼마나 合理的인 內容으로 構成되었는가를 再檢討해봄은 매우 切實한 問題라 생각되어 歌唱部門을 中心으로 그 內容 및 제각기의 相異性에 對한 分析을 하므로서 앞으로 改編될 中學校 音樂敎科書의 바람직한 方向과 보다 나은 敎材編纂에 조금이라도 도움이 되려는데 本 硏究의 目的이 있다. 敎科書의 內容分析結果를 要約해 보면 다음과 같다. 첫째 : 敎科書의 領域別 構成에 있어서 歌唱이 50% 內容을 차지하는데 비해 器樂, 創作, 理論, 鑑賞部門에 대한 比重은 너무 낮은 것으로 나타났다. 둘째 : 歌唱曲의 構成에 있어서 外國曲과 韓國曲은 7 : 3의 比率을 보이고 있어 外國曲의 依存度가 너무 크고, 韓國曲의 境遇를 보면 敎育課程에 있어서는 우리나라노래를 50%이상 부르게 되어 있음에도 불구하고 낮은 比重이 주어져 있을 뿐이다. 셋째, 韓國 作曲家別 分類에 있어서, 우리의 民謠를 收錄치 않은 敎科書가 2種이나 있었고 洋樂의 先驅者라고 할 수 있는 현제명의 曲을 5種의 敎科書에는 전혀 다루지 않았음을 볼 때 歌唱曲의 選擇하는 基準이 주관에만 편중된 면이 多少 있음을 알 수 있다. 外國曲의 作曲家別 分類를 주로 美國과 獨逸에 많이 치중되었으며 우리나라와 地域的으로 가까운 東洋의 歌唱曲과 民謠는 드물게 나타나 있다. 넷째 : 歌唱曲의 形態構成에 있어서 단음이 43%로 가장 높은 數를 보였으며 2部合唱曲을 많이 收錄한 敎科書는 5種이었다. 따라서 우리 敎科書內의 歌唱曲중 合唱曲이 적게 收錄되어 있음을 알 수 있다. 다섯째 : 대부분 變聲期에 들어서는 中學校2學年 學生을 爲하여 變聲期에 對한 內容을 仔細히 收錄한 敎科書는 겨우 3種뿐이며 전혀 內容을 다루지 않은 敎科書가 3種이나 된다. 여섯째 : 같은曲이 2種以上의 敎科書에 收錄된 130曲의 歌唱曲을 對象으로 그 相異性에 對한 分析을 한 結果 박자가 相異한 曲은 5%로 7曲, 曲名이 相異한 曲은 24%로 31曲, 作曲家名이 相異한 曲은 25%로 33曲이나 되었다. 以上의 여러 가지 未備한 点과 잘못된 內容을 勘案할 때 音樂授業 現場에서 學生들로 하여금 많은 混亂을 일으키는 現象을 없애고 올바른 音樂敎育을 實施하기 爲해서는 敎育課程의 再檢討와 敎科書의 正確性, 統一性에 關하여 좀더 一貫性있는 綜合的 檢討가 있어야 겠다. 그리하여 이와같은 여러 가지 問題點들을 考慮하여 敎科書를 著述한다면 보다 나은 內容의 敎科書가 編纂되리라 생각하며 이것이 앞으로의 敎材編纂에 다소 도움이 되기를 바라는 바이다.;There are in all 14 sorts of music textbooks for the 2nd year grade of middle school in use at present, which have been inspected by the government. It can be said that the proportion and role occupied by the textbooks in the performance of educational leadership are greater than anything else. Consequently, it is considered a very important matter to re-check how reasonably the contents are composed for the education of music in these music educational material. So, here, by analyzing the repective contents and peculidrities of them centering at the musical singing department, the objective of this study stands in order to make what contributions it can make to the compilation of educational materials better and set in the desired direction of the textbooks of middle school, which are to be rerised in future. The following is the summary of the results of analyzing the contents of the textbooks. First: In the composition of the respective range of textbooks, the singing department occupys 50%. In contrast, it is apparent that the proportion of musical instruments, composition, theory and appreciation departments is very much low. Second: In the composition of the singing tones, the rate between the foreign tones and the Korean tones is 7:3, and thus the dependence upon the foreign tones is too great. In Looking into the case of Korean tones, it is found that only low proportion is given to our country's songs, though the latter should be sung by over 50% in the course of educational process. Third: In the classification by each composer of Korea, there are 2 sorts of textbooks which have not been licensed in our country, and 5 other sorts of them do not contain no touch of the present famed tones which can be said the forerunner of the western tones. In view of this fact, it can be found that the subject view is biased in the criterion for the choice of singing tone music. In Looking into the classification of the foreign composers, it is found that they are much concentrated in USA and Germany, but the singing tones of our country and the Orient area near to our cuntry are rarely shown. It is the case allow with folk songs. Fourth: In the composing of the frame of singing notes, the next cre-composition shows 43% as the highest rate, and there are 5 sorts of textbooks which collected very much duet concert compositions. Consequently, it can be seen that tho concert compositions are less collected in the singing tones with in the textbooks of ours. Fifth: In entering the changed voice period generally, there are only 3 sorts of textbooks which collected the contents in good details for the students of 2nd year grade of middle school. Also there are 3 sorts of them Which do not touch with the detailling of the contents. Sixth: As the result of analyzing the peculiarities of 130 compositions of song notes singing notes which are collected in over 2 sorts of textbooks, there are 5% or 7 compositions which are different from the original in beats. 24% or 31 compositions are different from the original in the title of tones. 25% or 33 compositions are different from the criginal in the names of composers. In considering the above-speclfied various insufficient or wrong contents, it cause the students much confusion at the stage of educating them. Therefore, in order to eliminate these defects for the performance of the right music education, it is required that t that the educational process be re-chocked and also the synthetic re-check be done for the good intergrity and accuracy in the textbooks. And in consideration of the above-said various problems, the textbooks should be prescribed. If so the better contents of textbook will bo produced and compiled, I suppose. I hope that this gives some contribution to the compilation of textbooks in future.