다문화 음악교육을 위한 중등 교수-학습 모형 개발 및 적용 방안 (A Modeling Development and Adaptation for Multicultural Music Education in Middle Levels Teaching-Learning Process)

본 연구의 목적은 중등에서의 바람직한 다문화 음악수업을 위한 구체적인 지도방법의 제시에 있다. 먼저, 한국의 사회적 변화에 따른 다문화 음악교육의 방향을 제시하고, 국내․외 다문화 음악교육 관련 선행연구를 통하여 교사의 인식문제, 구체적 지도법에 대한 내용을 살폈으며, 2007년 개정 음악과 교육과정과 교과서의 분석을 통하여 국가적 수준의 가이드라인을 확인하였다. 이를 기초로 중등 음악교육을 위한 ‘사회․문화적 맥락 접근’, ‘공통 요소 접근’, ‘통합 학습 접근’의 세 단계 학습 과정으로 구성된 모형을 제안하였다. 교사들이 교수-학습 과정의 구상단계에서 이를 활용할 수 있는 예시표왿� 함께, 이 모형을 기반으로 한 지도 과정을 일본 민요 ‘코끼리코’, 필리핀 민요 ‘바하이쿠보’에 적용하여 보았다. 다양한 자료왿� 실제적인 지도 방법의 제안은 교사들로 하여금 다문화 음악수업을 보다 적극적이고 자신감 있는 수업으로 이끄는 촉매역할을 한다. 성공적인 다문화 음악교육을 위하여 교사 재교육, 구체적이고 실제적인 지도법 및 다양한 지도 자료 개발, 교육과정 보완 등은 매우 중요한 과제일 것이다.

Our society demands educators to be responsible for the nurturing of human mind's and recently it has became more difficult to teach students music as Korea is becoming a more diverse society. Korea has just changed into a multicultural society. In other words, Korea has changed from a racially homogeneous nation to one who's diversity compares to that of the Unites States, Germany, and Canada. Because of this appearance, the necessity of educating multicultural populations has grown dramatically. It is essential that the role of music education must meet national expectations. The purpose of this study is to: propose a teaching-learning model and present content and materials that can be adopted by teaching process for multicultural music education in middle school levels. At first, researcher insisted that multicultural music education should be taught in compliance with Korean culture. After reviewing several domestic and abroad studies including Music 7th textbooks, guidelines of the music curriculum 2007 revision, and teachers' perceptions, a model for teaching has been proposed. The results of theoretical works revealed that Educators feel that teaching and adapting in the classroom is difficult because of insufficiency of methods, various materials about multicultural music. Multicultural music education involves learning different social and cultural aspects through music. These aspects include various human values, experiences, and musical notions. But 2007 revision music curriculum guidelines is apt to make music teachers misunderstand. This is because this revision consists of only two activities: singing and listening. It is vital to multicultural music education that the curriculum involves teaching this cultural aspects. Thus, I suggest that music curriculum and textbooks indicate detailed ideas: picking up specific music of nation, the guiding culture and society of the nation, presentation of musical characteristics of the nation, and offering various activities. Research presenting ideas in multicultural music teaching has proposed a model including ‘cultural context approach’, ‘common contents approach’, and ‘comprehensive teaching approach’ for middle school levels. I have proposed an example to be used for the teaching-learning process showing the detailed teaching method of the Japanese traditional song ‘Kokiriko’ and Phillippine traditional song ‘BahayKubo’. According to the Banks, the population of immigrants in America will consist of over 46.7% foreigners by 2020, and according to Chosun Newspaper, one of every seven families in South Korea will be multicultural by 2020. These statistics allow us to anticipate that the world will be immersed in multicultural issues more and more, and it is essential that education should prepare for these changes. Therefore, it is necessary that practical teaching methods and high quality materials music be developed for the multicultural music education field to help a multicultural society succeed. It is also important that the music education authorities provide opportunities to re-educate music teachers. Just as Korean culture is evolving, it is our duty the allow teaching to evolve in the same manner to meet our national expectations.