시 낭송교육에서 운율과 독자의 상호작용태와 의사소통방식으로서의 연희성

Abstract

Metrics and rhythm of poetry set forth as a premise learner's articulation. But metrics as a general rule of versification must be distinguished from the rhythm of individual poems. For most of contemporary poetry has adopted liberal rhythm instead of conventional metrics. Rhythm is a fundamental implement of recitation. However, one cannot interpret rhythm of one's own accord out of its poetic context. Rhythm forms 'a feasible realm' in the combination of sound, image, and meaning. In other words, rhythm is indefinite within the realm of feasibility. Thus recitation takes on a different color according to the learner's perception of the text. It happens that a text becomes varied works upon recitation. Therefore teaching of recitation has significance in that the learner can take the initiative in appreciating a work and in expressing what he/she has felt. In addition, it must be noted that recitation is a communication with the listeners. The reciter builds a different mode of communication with respect to a text. The number of reciters and the manner of recitation vary according to the text. There's no fixation of a text to a certain manner of recitation, as different perceptions of the text result in different poetic dramas. The dramatic effects of recitation, therefore, are also the result of the learner's independent reception and expression of poetic works.