?? ??? ?? ?? ???? ??? ?? (A Study on Pyongyang Gisaeng School in the Transitional Period of Modern Korea)

??? ?? ??? ??? ??? ?? ??? ?? ??? ??, ?? ??? ???? ?? ??? ???? ????? ??????, ?? ??? ??? ? ??? ???? ?? ??? ??. ?? ?? ??, ?? ????? ??? ?? ???? ??? ?? ?? ????? ??? ?? ??? ????? ???, ??, ?? ???? ?? ??? ?? ??, ??? ??, ??? ?? ???? ???? ????? ?????.
??? ?? ????? ?? ??? ??? ????? ???? ??????, ??? ??? ????? ?? ??? ??? ?????. ??? ????? ?? ??? ?? ??? ????? ??? ??? ????, ?? ???? ?????. ?? ??? ?? ???? ?? ???? ?? ?? ???? ???? ?, ??? ????? ?? ?? ???? ???? ?????? ???? ??? ?????? ??? ????? ??? ? ??.
??? ???? ???????? ????, ????? ???, ???? ????? ?? ???, ????????? ?? ?? ???? ??? ?????? ?? ???? ?? ?? ?????, ??? ????? ???? ¡®????¡¯? ¡®????¡¯?? ?? ???? ???? ????? ??? ??? ??? ? ???. ?? ?? ? ?? ?? ??? ?? ??? ????? ????? ????? ??? ??? ? ???, ?? ?? ??? ???? ??? ??? ???? ? ??? ?? ?? ??? ??? ??? ?? ????? ?? ??? ????? ??? ?? ??? ??? ????? ??? ???? ??? ? ?? ¡®?? ???¡¯??? ??? ? ???.

This study aims to examine the reality of fostering gisaeng (¼ËÉú) during the period through the purpose of fostering gisaengs in Pyongyang (ƽÈÀ), especially Pyongyang gisaengs with a different appearance from those in Gyeongseong during the modern transition period. To achieve this, first, the operation and transition process of the Pyongyang Gisaeng Gwonbeon (ȯ·¬), the parent of the gisaeng teaching center, also known as the modern gisaeng school, was examined in detail. Second, the operation of the gisaeng training center was examined in a synchronic manner, focusing on newspaper articles, training center guidance, and regulation leaflets.
Most recent studies approached parasitic schools from Pyongyang from an art history perspective owing to the nature of the research field. Additionally, the educational content and methods of parasitic schools were the subjects of this study. Pyongyang's parasitic school is the only institution in Joseon that systematically teaches traditional dance and has produced many artists. It can be positively evaluated that it received tuition fees from professional teachers, had a systematic modern school education system, and continued to function as an educational institution, even though various problems occurred around the school during the Japanese colonial era.
However, since the establishment of the Pyongyang Music Classroom in 1917, parasitic schools and institutions in Pyongyang were under the supervision of the Pyongyang Ministry and Pyongyang Department. Since the transition to a corporation in the 1930s, authorities have strengthened supervision, such as stipulating that the graduation examination of the training center should be conducted under the director and officer (¾¯¹Ù), and it has grown by abolishing and absorbing the traditional parasitic books in Pyongyang. However, the primary purpose of training these parasitic schools was to create pupils that could become tourism resources.