音樂才能學生과 音樂低能學生의 知能學力 및 興味傾向에 關한 硏究

Abstract

思春期에 接하고 있는 中學校 學生들이 원만한 性格을 가질 수 있도록 함에는 主要 科目을 中心으로 하는 知的 爲主 敎育보다 藝·體能系의 實技敎育과 實驗, 實習을 通한 全人敎育이 要求되고 있다. 누구나 타고난 音樂的인 能力을 通하여 音樂의 審美的인 境地를 느끼고, 나아가 創造性을 啓發시켜 원만한 인격을 지닐 수 있도록 함이 중요하겠으나 現 中學校 音樂敎育에 있어서 시급한 문제는 音樂低能學生에 대한 指導方案이라 하겠다. 이러한 点에서 本硏究는 첫째, 一般學生과 音樂才能學生 그리고 音樂低能學生 相互間의 知能水準 (IQ)를 比較해보고, 둘째, 一般學生과 音樂才能學生 그리고 音樂低能學生 相互間의 學業成積 結果를 比較해 보고, 세째, 音樂才能學生과 音樂低能學生간의 學習興味 및 職業興味의 傾向을 比較해 보고자 한 것이다. 動員된 對象은 女子中學生 2학년 學生 中에서 音樂才能學生 23名, 音樂低能學生 26名을 選拔하여 總49名으로 하였으며, 여기에서 나온 結果를 基礎로 하여 結論을 맺어 보면 다음과 같다. 1. 흔히 音樂才能學生은 IQ는 높지만 成績은 떨어질 것이라고 생가되어지는데 비하여 本硏究 結果를 보면 音樂才能學生은 音樂低能學生보다는 勿論이고 比較 集團인 一般學生 集團과 비추어 보더라도 IQ도 높고 成績도 높은 結果를 보여주고 있다. 실제적인 면에서 본다면 音樂才能學生은 實技面에 많은 時間을 빼앗기므로 學業成績에 지장을 주고 있음을 個人面談을 通해서 알 수 있었다. 2. 學習興味面에서는 音樂才能學生은 音樂低能學生보다 音樂과 藝能 면에서 모두 높은 傾向을 보이고 있고, 職業興味 面에서는 音樂才能學生이 音樂低能學生보다 음악에서는 높은 傾向을 보이고 藝能面에서는 오히려 音樂低能學生이 높은 傾向을 보이고 있다. 이러한 結果는 個人面談을 通히여서도 나타난 것으로 音樂低能學生은 學業成績面에서 모두 뒤떨어지고 있으모 音樂, 美術, 工藝, 演藝 等 藝能面에는 관심을 가지고 있는 結果라고 보겠다. 3. 學生 個人의 음악적인 능력에 대한 科學的이고 客觀的인 測定이 음악교육에 필수조건임에 불구하고 現 中學校에 있어서 音樂敎育은 주어진 시간과 많은 數의 학생 등으로 어려운 환경에 있으므로 음악 교사들의 친절한 指導와 效率的인 指導方案이 模索되어야 하겠다. 4. 주위에 散在하여 있는 流行音樂과 藝術音樂을 분별하여 들을 수 있는 能力을 길러주고, 시대적인 감각과 연령에 알맞는 고상한 가창곡이 많이 작곡되었으면 한다.;To develope some harmonious dispositon of the middle school students in puberty period, it is necessary to emphasize the integral education of art and physical education through experimentation and practice rather than to concentrate on the intellectual instruction of the other academic subjects in the school. Even though it is substandial to help the students experience the aethetic aspect of music through their innate musical faculty and develope their creativities to accomplish their affable characteristics in the present middle school music educaton, it is much more necessary to devise an efficacious method to teach the slow-learning students in the subject of music. To meet such a present requirement and to envisage a promising method of music education for the slow-learning student, the writer proceeded th following steps of reaearch in the present study: First, considerng the degree of learning in the subject of music, we divided the students into three groups, that is, Regular Student Group (R-Group, henceforward), Talented Student Group (T-Group), and Less-Talented Student Group (L-Group). And three comparisions were made; intelligence quotients (IQS) of each group, the average scholastic attainments and the inclinations of learning interest and vocational interest of T-Group students and L-Group students. The students used as our subjects i n this study consist of 49 students out of the second grade at a girls' middle school in Seoul; 23 students for the T-Group and 26 students for the L-Group. From the outcome of the study, we can derive the following condlusions and/or suggestions for the education of the slow-learning students: 1. Though it is generally believed that the talented students in music may get unsatisfactory scholatstic achievements despite their high IQs, the results of the present study show that the T-Group students not only possess higher IQs but also achieve higher academic attainments than the R-Group students, and than the L-Group students as well. It is true, however, that we could understand that the T-Group students were a little hindered from achieving higher scholastic attainments due to the fact that they alloted a large porton of their time for th technical practice. This fact was checked during th personal interview with each student. 2. As to the learning interest in the field of music and arts, the T-Group students show higher inclination than the L-Group students do, And as to the vocational interest, the T-Group students possess greater interest than the L-Group students in music. In the field of art, however, the L-Group students show higher interest. This result can be attributed to the fact that the L-Group students come to be more concerned with music, fine arts, industrial arts, theatrical arts, etc. because they feel some limitation of their scholastic abilities. This was also the result of the personal interviews. 3. A scientific and objective measurement of the individual musical faculty of students is now under the difficult condition not only due to the limited class hour but also due to the class of large number students. Consequently, the music teachers' warm guidance and efficient teaching method are definitely required for a satisfactory instructionn in a music class.