초등음악수업에서 단계적 접근 모형을 이용한 즉흥연주지도
Sequential Activities for Teaching Improvisation in the Elementary Music Class
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초록
음악수업에서 즉흥연주는 아이들에게 매우 유익한 음악 활동이다. 학생들은 즉흥연주를 통해 음악적 창의력을 계발할 수 있을 뿐만 아니라 음악적 개념을 활용하여 악곡을 표현하는 경험을 거침으로써 음악에 대한 종합적 이해를 도모할 수 있다. 또한 학생들의 즉흥연주를 통해 교사는 학생들의 음악 개념에 대한 이해를 평가하고 음악 학습의 부족한 부분을 파악할 수 있다. 그럼에도 불구하고 실제 음악교육 현장을 살펴보면 대부분의 음악교사들은 즉흥연주에 대한 경험이 부족하거나 즉흥연주를 지도하는 교수 기술을 갖추지 못하기 때문에 즉흥연주는 전체 음악교육과정에서 상대적으로 작은 비중을 차지하고 있다. 즉흥연주의 지도가 음악교사에게 매우 도전적인 일이기는 하나 즉흥연주활동은 2007 개정 음악과 교육과정에서도 계속해서 강조될 정도로 모든 학생들이 습득할 수 있는 중요한 음악 기술이다. 이에 본 연구는 Kratus가 개발한 단계적 즉흥연주 모델을 바탕으로 초등학교 5학년 음악수업에서의 즉흥연주를 위한 학습 활동을 제안함으로써 학생들에게 의미 있는 음악학습의 기회를 제공하고, 음악교사들에게 즉흥연주와 관련하여 새로운 교수전략과 지도방안을 모색하고자 한다.
Abstract
Teaching improvisation is one of the most worthwhile musical activities. Improvisation is an outlet for creativity and musical expression. Like no other form of music making, improvisation allows students to express music in the moment that is uniquely theirs. Another benefit of improvisation proposed by advocates of teaching improvisation is that students who improvise may develop improved technical skills, aural skills, and music-reading ability. Many music educators believe that improvisation may be one of the best ways to assess a student's understanding of musical concepts or skills. Although improvisation has been a vital part of music making, it is inexplicably missing from most school music curricula today. With some exception, improvisation occupies a comparatively small place in a comprehensive music education. General music teachers are often so busy teaching their students how to sing and play instruments, read music, and perform pitch and rhythm correctly that they may neglect to teach improvisation. Part of this hesitation may be because many music educators were never taught how to improvise in their own formal music training, nor were they taught how to teach improvisation to their students. Coming from musical backgrounds with little or no emphasis on improvisation, many music teachers find that to incorporate into their teaching is a challenge. However, it is obvious that improvisation is a valuable musical skill for all music students to some degree the publication of the revised music curriculum in 2007 has continued to aware of its importance. Therefore this study suggests practical beginning improvisational activities for the 5th grade based on the seven sequential levels of improvisation model developed by Kratus. The suggestion presented in this study encourage experimentation by providing teachers with activities for creating a classroom environment that lends itself to risk taking and improvising on a regular basis.
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