중국 조선족학교 교가의 음악 구성 요소 연구

Abstract

As of 2019, more than 7.5 million Koreans have immigrated from the Korean peninsula to other countries. Among them, about 1.8 million Koreans live in China. This thesis aims to analyze the composition of music, the structure of music, the classification of speed, the status of lyricists and composers, and the correspondence between music and lyrics, targeting 37 Chinese-Korean school’s songs in China. The results of this study can be summarized as follows; First, Among the structure of the music, there were 23 Chinese-Korean school’s songs using the “three-coat format” in the song format, 8 Chinese-Korean school’s songs using the “Compound two-coat format”, and 6 Chinese-Korean school’s songs using the “two-coat format”. In terms of the lyrics format, 27 Chinese-Korean school’s songs used the passage type, and 10 Chinese-Korean school’s songs used the passage type. Second, Looking at the classification of speed, there were 24 cases in which Chinese-Korean school’s songs in China did not indicate the words of fast, and 13 Chinese-Korean school’s songs indicated the words of fast. Third, When looking at the current status of lyricists and composers, among the 37 Chinese-Korean school’s songs in China, 34 cases where both lyricists and composers were specified, and only three were marked as unknown. Fourth, When looking at the correspondence between music and lyrics, there were 34 Chinese-Korean school’s songs that matched the pulse of the rhythm and the intonation of the lyrics, and three were not. As a result of analyzing the musical components of the Chinese-Korean school’s songs in China, the following musical characteristics were found. First, Chinese- Korean school’s songs frequently used the unity. Second, Chinese-Korean school’s songs used a lot of methods to give a sense of dynamic by switching to a word that was not equipped in the second half of a song that started with a word that was equipped. Third, There were cases where the number of nodes in verses 1 and 2, or 1․2 and 3, was different. Fourth, Chinese-Korean school’s songs used various words of rapidity. Fifth, There were many errors in the score.