제7차 교육과정에 의한 고등학교 음악교과서 분석 : 가창 중심으로
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One of the most important goals for music education is to help students develop a musical creativity and aesthetic sense through a variety of musical experience. What and How the students experience through music education will affect them in terms of their musical potential as well as their creativity and musical knowledge. Therefore, it may be useful to examine what the teacher might hope to achieve through singing activities in the classroom, and which songs are selected for theme pieces in the textbook. From this view, this study consists in comparing and analyzing the domain of singing that takes up the highest ratio in five sorts highschool music textbooks revised by the 7th curriculum. This study also deals with how the contents of songs are constructed systematically in text. Then I suggest some ways that a teacher can help the students to improve a musical ability. The reseluts of the study are followed as : First, in the comparsion of Korean and Foreign vocal music pieces, generally, they are equally represented. In terms of genres, however, the second of these are represented a variety of vocal music pieces such as song, folk song, Popular music, opera and so on. Accordingly, a teacher can provide opportunities to learn an opera which is showed typically Korean emotions. Second, in the case of Korean folk songs, they are mainly folk songs of Kyong-gi, Kyong-sang, Chon-ra region which are rythmical and lilting at quick tempo. Accordingly, a teacher can provide opportunities to get a variety of regional folk songs. Third, in the case of Korean folk songs, there are many differences among publishing companies. For example, there are represented three songs in Sekwang text, whereas twelve songs in Pakyoungsa text. Fourth, in Popular music, there is not represented Oriental music except Korean music in text. To solve this problem, teacher can introduce a variety of Oriental music to students. Fifth, in musical performance, singing in chorous takes up 78.13 percent among all songs in text. In order to motivate students' needs of music, however, teacher can provide a variety of musical performance. Sixth, in a tempo, Moderato and Andante take up 51.59 percent, so that teacher can select various tempo of songs. Seventh, in rhythm, four fourths rhythm takes up 39.45 percent, especially binary rhythm takes up 76.18 percent as a whole. Eighth, in the comparison of major and minor, major is used far more than minor in songs. As I indicated earlier, the 7th curriculum have been pursued the goal of various kinds of singing, so that a teacher can provide a variety of Performance style, Tonality, Rhythm and Songs, then, students can acquire wider areas of ability for music. Lastly, I hope that the data in this study would be useful to those who teach music in the classroom or those who review and revise the music textbook.