프로젝트 수업을 적용한 고등학교 음악사 지도방안

Abstract

본 연구에서는 2015 개정 교육과정을 중심으로 학습자의 흥미와 창의성을 이끌어내는 교육이 대두됨에 따라 고전시대 음악사 수업에 프로젝트 학습을 적용하여 고전시대에 관한 다양한 세부 프로젝트를 수행하고 학생의 흥미와 인지적인 학습이 동시에 이루어 질 수 있도록 지도안을 설계하였다. 프로젝트 학습 단계에 따라 총 8차시로 지도안을 구성하였으며 프로젝트의 주제를 ‘현재와 고전시대의 대화’로 설정하여 고전시대에 대해 학습한 내용과 현대사회를 연결시켜 보다 심화된 학습이 이루어질 수 있도록 개발하였다. 프로젝트의 주제에 따라 첫 번째, ‘고전시대의 시대적 배경에 따른 음악적 변화에 대해 글로 작성하기’두 번째, ‘고전시대의 음악 중 시대적 변화가 반영된 작품에 대해 조사하고 연주로 표현하기’세 번째, ‘고전시대의‘계몽주의’사상을 담은 작품에 대해 조사하고 이를 바탕으로 현대의 중요한 사상과 가치 및 작품에 대해 소통하기’로 총 3가지 세부 프로젝트를 설정하였으며 각각의 프로젝트 결과물을 글쓰기, 음악적 행위, 음악적 소통 안에서 도출할 수 있도록 하였다. 학생들은 포트폴리오, 음악 신문, 블로그, 악기 연주, 노래 부르기, 음악극, 라디오, 연극, V-log 등 창의적인 방법으로 결과물을 표현해 낼 수 있고 발표를 마친 후 모둠원간에 적절한 상호작용이 이루어졌는지, 구성원들은 적극적으로 탐구과정에 임했는지 등 동료 평가를 실시할 수 있도록 설정 하였다. 현장 교사 3인에게 현장 적합성을 의뢰한 결과 대부분의 설문에서 현대와 고전시대를 연결한 프로젝트의 취지가 참신하고 다양한 프로젝트를 통해 학생들이 창의적인 아이디어를 발산하고 결과물을 도출하는 점에서 긍정적인 평가를 나타내었다. 특히 음악사 수업을 통해 연주, 라디오, 포트폴리오 등 다양한 결과물을 도출하여 인지적인 측면과 흥미적인 요소를 동시에 학습할 수 있어 효과적인 지도안임을 검증받았다. 그러나 고전시대에 관한 동기유발이 부족하며 학생들이 현대 사회에 관한 사고과정에서 철학적인 어려움을 느낄 수 있는 점을 지적하였다. 이에 따라 대중적으로 잘 알려진 다양한 고전시대 악곡을 통해 탐구주제에 관한 흥미를 유도하고 모둠별로 우리 사회에서 쉽게 접할 수 있는 다양한 사건들의 예시를 조사하는 활동을 더해 학생들이 어려움을 느끼지 않고 사회 문제에 대해 깊이 사고할 수 있도록 추가 기술 하였다. 본 지도안 연구를 통해 고전시대 음악의 역사 및 가치를 파악하고 이를 바탕으로 현대 사회에 대한 서로의 생각과 음악을 공유하고 즐길 수 있는 수업이 되도록 그 방향성을 모색하였다.;In this study, various detailed projects on the classical period were carried out through classical music history classes applied with project learning, and a guide plan was designed so that students' interest and cognitive learning can be achieved at the same time. The project's theme was set as 'Conversation between Present and Classical Era' and the instruction plan was organized in eight stages according to the project learning stage, and further advanced learning was developed by linking the contents of learning about the Classical Era with modern society. This guidance has been validated by three guidance professors and field teachers for content validity and site suitability, and the conclusions are as follows. This guidance set up a total of three detailed projects to suit the subject connecting the present and the classical times and allowed the results of each project to derive results within writing, musical conduct and musical communication. Students can express their results in creative ways such as portfolio, music newspapers, blogs, playing musical instruments, singing songs, music plays, radio, plays, and V-log. After the presentation, they conduct peer evaluations such as whether proper interactions between the group members were made, and whether the members actively engaged in the exploration process. In particular, this study guide was designed to supplement the simple listing of keywords from the period background in music history through textbook analysis focusing on the classical era, and to fully recognize historical and cultural backgrounds based on the analysis of the 2015 revised music and curriculum. In addition, whenever the exploration activities were completed by car, the results of the research were shared through presentations by each group, and the musical joy felt by each person was naturally shared through various expressions such as performance, radio, and presentation whenever a project was completed. In particular, the teacher's scaffolding and feedback were appropriately added so that the results of the exploratory activities could be drawn by deepening the evaluation of the students. As a result of on-site suitability verification in the map, the opinions of three field teachers that they would like to apply directly to the class were derived in common, and positive opinions and evaluations on the purpose and detailed projects linking modern and classical times were confirmed. This allowed us to determine the suitability of this guide in actual school classes. First, there was an opinion that it would be necessary to motivate students to set up the classical era, which is the theme of the project class, so the popular classical music pieces were played to motivate students. Second, the contents were added so that each school could have insufficient equipment and musical instruments in advance after identifying the needs of the students, and if necessary, use the school library and computer room. Finally, according to the assessment that the activity of thinking about modern values would be a somewhat philosophical approach to high school students, the activities of investigating examples of various events that are easily accessible in our society were added so that students could think deeply about social issues without feeling difficult. The limitation of this study is that the distribution of activity time may be rather short-lived. It is worrisome that it may be rather short-lived to work on the project in time for the set classes, as the main focus is to publish the results through research and exploration. Therefore, teachers are required to prepare a lot before the actual class, such as minimizing the time for arrangement and preparation of activities and finishing preparing equipment for the pre-class project. It will also be necessary to flexibly adjust the inquiry time and presentation time according to the teacher's judgment as the class progresses. Second, this guideline, which is applied with a project class model, is limited in verifying its effectiveness because it is not done with actual high school class demonstrations, and there is a limit to generalizing the results by verifying the three current teachers. Suggestions for music classes and follow-up research applied to project classes through this guidance study are as follows. First, the teacher who gives the project class should plan the project in advance and plan the subject so that the direction of the project can proceed smoothly. In particular, when setting the subject of a project, students should have a connection with the life they are interested in and set up a subject linked to the curriculum. Students' exploratory processes should be closely monitored during the project to facilitate the exploratory process and check that they are being implemented properly. Various data and video examples are prepared for learning aid, but students should be central to the process of self-directed exploration and, if necessary, refer to teacher feedback. Second, project classes will not be limited to the creative field of music, but will also have to be actively conducted in music history classes. Practically completing a project in a music class is mainly a class where results are derived through long-term projects such as musicals and plays. Through the music history class applied to the project class, the efficiency of education should be increased so that students can go through the process of agonizing and exploring to solve the project, think deeply about the history of music, and learn how to explore it self-directedly using appropriate media. It is meaningful that this study applied the project class model to the music history class and checked its suitability to the school site. Based on this study, it is hoped that project class models will be applied to various times so that students can identify the context of social and cultural backgrounds in each era and discover the values of music and composers of the time. In addition, we hope that various follow-up studies of project learning will lead to effective classes that can simultaneously arouse students' cognitive structure and interest.