‘참여’와 ‘연결’을 중심으로 하는 디지털 뉴미디어 시대의 음악교육
Music education in the digital new media era focusing on ‘participation’ and ‘connection’
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본 연구의 목적은 ‘참여’와 ‘연결’을 중심으로 하는 디지털 뉴미디어 시대의 상호작용과 학습경험에 대해 조사하고 음악교육에의 시사점을 도출하는 것이다. 미디어 기반의 개인 참여와 의미 생성 과정에 초점을 맞추어 참여 예술과 참여 문화를 중심으로 하는 참여적 학습에대해 이론적 고찰을 하였다. 이를 통해 도출한 디지털 뉴미디어 시대의 음악 학습에의 시사점은 다음과 같다. 첫째, 디지털 뉴미디어 시대에 개인의 선택과 자발적 참여로 형성된 참여문화 속에서 각 개인에게 실제적이고도 의미 있는 음악 학습의 가능성을 발견하였다. 둘째. 미디어 제작과 비평을 통한 음악 학습의 가능성을 탐색하였다. 음악수업에서 미디어를 기반으로 커버, 패러디, 멀티 트래킹 등의 작업을 할 수 있으며, 교사가 만드는 가상 합창이나 가상 앙상블 공연에 참여할 수 있다. 그리고 다양한 미디어가 만들어내는 음악적 메시지의 종류에 대한 피드백과 토론 등을 할 수 있으며 이를 통해 미디어에 대한 비판적인 시각을 가질수 있다. 셋째, 학교 밖에서 이루어지는 비형식적 음악 학습의 양상을 이해하고, 학교 내에서이와 비슷한 형태의 밴드나 앙상블 공연을 통해 참여적 음악제작 경험을 제공할 수 있다. 비형식적인 음악 학습과 참여 문화 실천은 디지털 뉴미디어를 통해 음악수업 내에서 공연자와청중, 교사 학습자와 학습자 교사 등의 다양한 연결이 나타나는 학습 공동체로 만들 수 있다. 마지막으로, 참여 문화 실천과 비형식적인 음악 학습을 전통적인 학습방법이나 형식적 음악교육의 대체 개념이 아닌, 보충적이고 확장적인 활동으로 인식할 필요가 있다.
Abstract
The purpose of this study is to investigate interactions and learning experiences in the digital new media era that focus on participation and connection and to draw implications for music education. The implications for music learning in the digital new media era derived from this study are as follows. First, in the era of digital new media, in the culture of participation formed by individual choice and voluntary participation, the possibility of practical and meaningful music learning was discovered for each individual. Second, this study explored the possibility of learning music through media production and criticism. In music classes, students can do cover, parody and multi-tracking based on media, and participate in virtual choral or virtual ensemble performances created by teachers. In addition, feedback and discussion on the types of musical messages produced by various media can be made, which can lead to a critical view of the media. Third, we can understand the aspects of informal music learning conducted outside of school and provide participatory music production experience through similar forms of band or ensemble performances within the school. Informal music learning and participatory culture practice can be made into a learning community in which various connections such as performers and audiences, teacher learners and learner teachers emerge and participate in music classes through digital new media. Lastly, it is necessary to recognize informal music learning and participatory culture practice as supplementary and extended activities, not as an alternative to traditional learning methods and formal music education.
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