세계 음악의 인식조사와 교과서 내용분석을 통한 다문화 교육의 성찰: 초등학생과 예비교사를 중심으로
Reflections on Multicultural Education through the Survey of Perception of World Music and the Analysis of Textbooks
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The purpose of this study is to investigate the perception of world music as multicultural music education for 5th and 6th grade elementary school students and pre-service elementary teachers, analyze the learning contents of world music in the 5th and 6th grade music textbooks, and find out if multicultural music education is being carried out effectively and desirable direction in the future. The results of this study were as follows. First, 5th and 6th grade elementary school students and pre-service elementary teachers recognized that singing a fork songs from different country was effective in understanding the culture of various countries. However, 30 percent of elementary school students who participated in the study negatively perceived on understanding other countries through music. Second, elementary school music textbooks mainly introduced folk songs to learn world music. The countries introduced in the textbooks are varied, but the number of songs, which represent of the countries, were very little. Third, the major learning activities of each music textbooks were singing in the original language, however, activities were organized to understand the music and culture of other countries by singing along with body expression, traditional play, and instrumental accompaniment. The contents were organized to familiarize by singing with unfamiliar culture and to understand the music and characteristics of other cultures through appreciation, so that students effectively learn other countries's music and culture through various music activities through appropriate steps. Fourth, as the results of the survey on the perception of elementary school students and pre-service elementary school teachers indicated that the activities of singing songs from other countries, especially folk songs reflecting the country's emotions, have been found to be helpful in understanding the culture of other countries. In other words, although elementary music textbooks mainly introduce folk songs, such learning contents are beneficial to multicultural music education, so collection and research on folk songs of various countries should be conducted. Fifth, various countries are introduced in music textbooks, however, the activities to understand the music of different countries were mostly similar, such as 'singing in native language', 'singing with body expressions’. To carry out better multicultural music education, the development of teaching and learning materials and programs are needed through the collaboration of ethnomusicologists and music educators.
Abstract
The purpose of this study is to investigate the perception of world music as multicultural music education for 5th and 6th grade elementary school students and pre-service elementary teachers, analyze the learning contents of world music in the 5th and 6th grade music textbooks, and find out if multicultural music education is being carried out effectively and desirable direction in the future. The results of this study were as follows. First, 5th and 6th grade elementary school students and pre-service elementary teachers recognized that singing a fork songs from different country was effective in understanding the culture of various countries. However, 30 percent of elementary school students who participated in the study negatively perceived on understanding other countries through music. Second, elementary school music textbooks mainly introduced folk songs to learn world music. The countries introduced in the textbooks are varied, but the number of songs, which represent of the countries, were very little. Third, the major learning activities of each music textbooks were singing in the original language, however, activities were organized to understand the music and culture of other countries by singing along with body expression, traditional play, and instrumental accompaniment. The contents were organized to familiarize by singing with unfamiliar culture and to understand the music and characteristics of other cultures through appreciation, so that students effectively learn other countries's music and culture through various music activities through appropriate steps. Fourth, as the results of the survey on the perception of elementary school students and pre-service elementary school teachers indicated that the activities of singing songs from other countries, especially folk songs reflecting the country's emotions, have been found to be helpful in understanding the culture of other countries. In other words, although elementary music textbooks mainly introduce folk songs, such learning contents are beneficial to multicultural music education, so collection and research on folk songs of various countries should be conducted. Fifth, various countries are introduced in music textbooks, however, the activities to understand the music of different countries were mostly similar, such as 'singing in native language', 'singing with body expressions’. To carry out better multicultural music education, the development of teaching and learning materials and programs are needed through the collaboration of ethnomusicologists and music educators.
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