노래부르기와 국민 만들기: 근대 초 한·중·일의 창가문화

Abstract

This paper examines the role changga (唱歌) played in the process of establishing nation-states in the early modern era of Korea, China, and Japan. Changga, in this context, refers to songs that adopt Western melodies or are written in Western music style. Simultaneously, it denotes singing songs, especially those involving collective singing practice. This practice is closely related to the introduction of modern educational systems during this period. Students sang songs that incorporated Western melodies such as hymns or Western folk tunes, with lyrics addressing topics like civilization enlightenment, national strengthening, patriotism, and independence. This new way of singing aimed to promote the formation of modern national consciousness and national unity. The phenomenon of adopting changga, characterized by students singing in unison, emerged as a common cultural trend in early modern Japan, China, and Korea. In Japan, it unfolded as Shoka (唱歌), in China as Xuetang Yuege (學堂樂歌), and in Korea as Changga. The Meiji era in Japan is identified as the birthplace of changga culture. Japan created a model for utilizing collective singing practices as a tool for nation-making in the early modern era, influencing neighboring countries. The Xuetang Yuege movement in China, which started in the early 1900s, was led by Chinese students and intellectuals who had observed changga culture in Japan. Meanwhile, the changga movement in Korea during the enlightenment era was centered around the activities of intellectuals such as Seo Jae-pil, associated with the Independence Club and the Dongnip Sinmun newspaper The Independent. Various patriotic changga lyrics were published in the Dongnip Sinmun, and these songs, using the melodies of hymns introduced at the time, were sung by students in various schools, including mission schools and public elementary schools, as part of newly established national ceremonies. However, the changga movement during the enlightenment era was also directly influenced by Japan's intervention and impact in the modernization process of the education system led by the state. Through the Gabo Reform, the modern education system was established, with Japan’s educational system being directly imitated, and the Japanese involvement led to the influence of Japanese changga.