음악적 이해를 위한 교수법 > 교육학

이 책은 재키 위긴스(Jackie Wiggins)의 “Teaching for Musical Understanding”(제3판)을 번역한 것이다. 저자는 22년의 초ㆍ중ㆍ고 교육 경험과 12년의 대학교육 경험을 바탕으로, 음악교육에 대한 사회적 구성주의 접근법에 대하여 설명하고 있으며, 특히 이 번역본의 원문인 제3판에서는 문화심리학적 이론(cultural psychology)을 추가적으로 반영하였다.
이 책은 1970년대 이후 미국의 음악교육에서 강조되었던 다양한 철학과 방법론들, 예컨대, 개념중심의 학습, 포괄적 음악교육론, 통합적 교육론, 구성주의적 음악교육 등의 맥락을, ‘사회적 구성주의’  관점에서 정리하고, 그에 따른 음악학습 방법에 대하여 보다 더 구체적으로 제시한 책이라고 볼 수 있다.

목차

역자 서문 / 3
저자 서문 / 6

제1장  학습: 구현적ㆍ구성적 과정 ································································································································ 13

학습에 대한 현대적 이해 ········································································································································ 14

교육을 위한 시사점 ···················································································································································· 23

학습을 위한 맥락 ························································································································································· 26

제2장 학습: 사회문화적ㆍ구성적 과정 ···················································································································· 29

학습에 대한 사회적 구성주의 입장 ··················································································································· 29
사회적 구성주의에 의한 음악 학습 공동체 ·································································································· 42

제3장 구현적ㆍ구성적 과정을 통한 음악학습 ···································································································· 47

음악의 개념화 ································································································································································ 47

음악적 개념의 메타포적 이해 ······························································································································· 49

음악적 요소인가? 음악적 차원인가? ················································································································ 50

음악의 상위차원(Metadimensions of music) ························································································ 53

출발점으로서의 차원: 진입구(A Doorway In) ·························································································· 56

음악적 개념의 구성 ···················································································································································· 57

맥락에서의 개념 구성 ··············································································································································· 59

음악적 이해를 위한 교수 ········································································································································ 60

제4장  사회문화적ㆍ구성적 과정을 통한 음악 학습 ······················································································· 63

교사의 역할 ····································································································································································· 63

학습자의 역할 ································································································································································ 73

사회적 구성주의 관점에서의 음악학습 ············································································································ 78

제5장 문제해결로서의 음악학습 ··································································································································· 83

문제해결을 통한 학습 ··············································································································································· 84
문제해결을 통한 음악 학습과 교수 ··························································85
음악적 문제의 설계 ··········································································87
수업설계 ·····················································································100

제6장 연주ㆍ감상ㆍ창작 학습에서의 문제해결···············································105
연주 학습에서의 문제 ·······································································105
감상 학습에서의 문제 ·······································································106
창작 학습에서의 문제 ·······································································107

제7장 음악적 문제 설계와 학습자······························································127
저학년 학생들을 위한 초급수준 활동 ······················································130
저학년 학생들을 위한 문제의 특성 ························································134
고학년 초보자를 위한 초급수준 활동 ······················································135
중급수준 활동 ···············································································138
심화활동 ·····················································································139
수업예시와 단원계획 ········································································140

제8장 초급 수준 음악문제·······································································141
수업 8.1 박 구별하고 표현하기 ····························································142
수업 8.2 음길이와 음높이 구별하고 표현하기 ············································145
수업 8.3 고학년 초보자를 위한 음높이와 음길이 탐색 ···································148
수업 8.4 감상활동을 통하여 가락선과 가락의 방향 탐색하기 ····························152
수업 8.5 연주수업에서 노래 활용하기 ···················································156
수업 8.6 양식(style)을 경험하기 위한 활동 ··············································159
수업 8.7 음악적 대화 ······································································162

제9장 중급 수준 음악 문제·····································································167
수업 9.1 셈여림을 활용한 활동 및 창작 ··················································167
수업 9.2 선율 분석과 창작하기 ····························································172
수업 9.3 빠르기 변화의 효과 ······························································178
수업 9.4 음색: 대체 음원(alternate sound source) 사용하기 ·························184
수업 9.5 으뜸음 ············································································186
수업 9.6 무엇을 들었나요? ································································188

제10장 학습 단원 계획하기·······································································193
음악 텍스처에 대한 단원 계획하기 ························································194
수업 10.1 선율과 대선율 ··································································196
수업 10.2 텍스처 표현하기(악보 읽기) ····················································198
수업 10.3 솔로와 앙상블 ··································································200
수업 10.4 다양한 텍스처를 가진 음악 작곡하기 ··········································202
수업 10.5 흥미 있는 음악적 표현을 만들어내기 ··········································205
수업 10.6 박자 구별하기(1차시) ···························································210
수업 10.7 변박자의 악곡 만들기 ··························································210
수업 10.8 돌림노래 배우기 ································································213
수업 10.9 돌림노래 재구성하기 ···························································214

제11장 복합적 음악문제············································································221
수업 11.1 두 개 주제를 포함하는 형식 듣기 ············································222
수업 11.2 두 개의 주제를 활용한 음악 작곡하기 ·······································224
수업 11.3 두 개의 주제를 가진 확장된 작품 분석하기 ·································228
수업 11.4 으뜸화음 및 딸림화음 소개하기 ··············································230
수업 11.5 으뜸화음과 딸림화음 사용하기 ···············································233
수업 11.6 으뜸화음, 딸림화음, 버금딸림화음 듣기 ······································237
수업 11.7 화음창하기 ·····································································240
수업 11.8 변주의 개념 소개하기 ·························································243
수업 11.9 주제와 변주 분석하기 ·························································244
수업 11.10 주제를 바탕으로 변주 작곡하기 ··············································247
수업 11.11 블루스 소개하기 ·······························································251

제12장 교과 연계를 통한 이해 ······································································································································ 259

유치원-12학년에서의 통합적 학습 ················································································································· 260

과정 연계와 개념 연계를 통한 통합적 학습 ····························································································· 262
예술 융합 교육과정 ················································································································································· 265

맺음말 ·············································································································································································· 270

부록 수업에 활용하는 음악 ·············································································································································· 273

ENDNOTES ································································································································································ 288

References ································································································································································ 294

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저자소개

최은식 서울대학교 기악과 졸업
미국 미시간대학교 음악교육학 박사
현) 건국대학교 교수
<저서> 음악교육의 기초, 음악교육의 이해와 실천, 한국음악인지능력검사의 이해와 활용, 음악교육연구방법, 세계의 학교 음악교육과정

권덕원 서울대학교 국악과 졸업
미국 일리노이대학교 음악교육학 박사
현) 경인교육대학교 음악교육과 교수
<저서> 음악교육의 기초, 음악교육의 이해와 실천, 국악교육론, 세계의 학교 음악교육과정, 음악교육연구방법

석문주 서울대학교 작곡과 졸업
미국 일리노이대학교 음악교육학 박사
현) 경인교육대학교 음악교육과 교수
<저서> 음악교육의 기초, 음악교육의 이해와 실천, 음악교육연구방법, 학교에서의 음악감상, 음악중심 융합수업의 실제

신지혜 이화여자대학교 관현악과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 이화여자대학교 조교수

신혜경 서울대학교 작곡과 졸업
미국 일리노이대학교 음악교육학 박사
현) 경남대학교 교육중심교수

오지향 서울대학교 기악과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 전남대학교 음악교육과 부교수
<저서> MT 음악학, 세계의 학교 음악교육과정, 음악교육연구방법

윤문정 이화여자대학교 관현악과 졸업
미국 보스턴대학교 음악교육학 박사
현) 진주교육대학교 부교수

이수진 연세대학교 작곡과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 이화여자대학교, 건국대학교, 서울교대 출강

정재은 서울대학교 작곡과 졸업
미국 보스턴대학교 음악교육학 박사
현) 서원대학교 부교수
<저서> 한국음악인지능력검사의 이해와 활용, 음악교육연구방법, 세계의 학교 음악교육과정

최미영 이화여자대학교 피아노과 졸업
미국 미네소타대학교 음악교육학 박사
현) 대구교육대학교 음악교육과 부교수
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