초등 교과서에 수록된 동요・동시의현황과 특징—미군정기~3차 교육과정기를 중심으로

Abstract

This study was the preliminary study for formation of the canon, andset the periods from US military government period ~ the third nationalcurriculum period in which new education system was introduced afterthe liberation and current institutional Korean education and children’sliterature began to be structured as the research range. We empiricallyinvestigated writers of children’s song and poetry contained inelementary school Korean textbooks. In addition, since it was thoughtthat the primary pathway for children to learn the children’s song wasthe Music class, children’s songs contained in elementary school musictextbooks were examined together. What I have preferentially learned through current situation ofwriters of children songs and poetry contained in textbooks was thatonly some writers and works were contained in the textbooks amongour children songs and poetry accumulated during the Japaneseoccupation and liberation periods while we were experiencing theKorean War and Separation after the liberation. In particular, children’ssongs and poetry of Yoon, Seok Joong who had been known wellthrough active work activities prior to liberation and broadcast and media continued to be contained in Korean and music textbooks. Theytook more solid position as the canon of our children’s literature. Whilewe were experiencing the Korean War, Kang, So Cheon, Park, MokWol and Kim, Young Il became the mainstream writers. In addition,works of writers who played an active part in the world of adults’poetry such as Jo, Ji Hoon, Park, Du Jin and Jang, Man Young werefrequently contained. On the other hand, children’s songs and poetry ofShin, Go Song, Yoon, Bok Jin and Park, Pal Yang who played apioneer in children’s song movement and critic activities duringJapanese occupation period were contained in textbooks during USmilitary government period. Thus, it was found that works of writerswho went to North Korea were thoroughly isolated from institutionaleducation due to the fixation of separation after the War. Second, when looking at the criteria for selection of works and list ofworks re-contained in textbooks in each curriculum, works appropriateto cultivate ‘thorough view of nation and sense of duty as people’ and‘mind to contribute to development of country’ continued to becontained. Thus, ‘image of ideal child’ that practiced the personalvirtue and children’s songs emphasizing the patriotism have beenestablished as the representative characteristics of ‘children’s songs andpoetry in textbooks’. Third, as the understanding and beauty of Korean language wereemphasized, nature-friendly and pure art-oriented children’s songs withexpression of repetition and rhyming couplet continued to becontained. As works with observations of objects which could becommonly found in everyday life and nature or childlike imaginationcontinued to be contained in textbooks at the lower grades, ‘funnywords and beautiful and sensual expressions’ became as thecharacteristics of children’s songs and poetry of textbooks. As a result, as the nationalism has been combined with patriotism,works strongly revealing ‘theory of children`s innocence as angels’ and‘didacticism’ and children’s songs in form of ‘singing’ revealingexternal rhythm such as repetition, rhyming couplet and contrastshowed high frequency and became the canon of children’s literature. For the further study on formation of canon of children's literature, Iwould like to examine the difference by comparing children’s songsand poetry contained in textbooks and anthologies published at thesame time, and take a view of criticism and research of children’scriticism in the follow-up study.