세계 여러 나라 학교 음악 교육과정 > 교육학

이 책에는 뉴질랜드, 독일, 미국, 영국, 일본, 캐나다, 핀란드, 싱가포르, 그리고 호주의 학교 음악 교육과정을 다루고 있습니다. 이 모든 나라들은 일찍부터 학교의 음악교육이 그 본연의 역할을 충실하게 감당하기 위하여 노력한 나라들입니다. 그들의 음악 교육과정을 분석해 보면, 그들이 각각 학교의 음악교육을 올바로, 그리고 영향력 있게 하기 위하여 많이 고민하고 노력한 것을 알 수 있습니다. 각 나라의 상황, 교육적 환경, 예술과 음악에 대한 국민들의 인식 등의 측면에서 차이는 있지만, 유치원에서 고등학교까지의 음악교육을 통하여 학생들과 국민들이 바람직하게 음악적인 성장을 이룰 수 있도록 하기 위하여 내용과 방법을 연구하고 체계적으로 제시하고자 하는 의도와 노력은 모두 동일하다고 말할 수 있습니다. 우리나라뿐 아니라, 다른 여러 나라의 전문가들이 만들어 놓은 이러한 음악 교육과정을 분석하여 우리나라에서도 반영할 수 있는 시사점을 추출해 내는 일은 매우 중요한 일이라고 볼 수 있습니다.

목차

머리말 / 3

Chapter 1. 뉴질랜드 음악과 교육과정 ·····················································9
1. 뉴질랜드 교육의 개요 ····························································11
가. 학교제도 ······································································11
나. 교과체제 ······································································12
다. 학교 교육과정 총론 ··························································13
2. 뉴질랜드 예술 영역 및 음악과 교육과정 ········································17
가. 예술 영역 교육과정 ··························································17
나. 음악과 교육과정 ······························································18
3. 특징과 시사점 ·····································································44
가. 특징 ···········································································44
나. 시사점 ·········································································46

Chapter 2. 독일 음악과 교육과정 ·························································51
1. 독일 교육의 개요 ·································································53
가. 학교제도 ······································································53
나. 교과체제 ······································································57
다. 학교 교육과정 총론 ··························································58
2. 독일 음악과 교육과정 ····························································62
가. 음악 교과에서 역량의 발달 ·················································62
나. 역량 성취기준의 단계 ························································64
다. 역량 성취기준의 내용과 수준 ···············································65
라. 주제와 내용 ··································································70
3. 특징과 시사점 ·····································································78
가. 특징 ···········································································78
나. 시사점 ·········································································80

Chapter 3. 미국 음악과 교육과정 ·························································85
1. 미국 교육의 개요 ·································································87
가. 학교제도 ······································································87
나. 교과체제 ······································································89
다. 학교 교육과정 총론 ··························································90
2. 미국 음악과 교육과정 ····························································92
가. 창작하기 ······································································94
나. 연주하기 ·····································································100
다. 반응하기 ·····································································106
라. 연계하기 ·····································································111
3. 특징과 시사점 ····································································118
가. 특징 ··········································································118
나. 시사점 ·······································································121

Chapter 4. 영국 음악과 교육과정 ························································125
1. 영국 교육의 개요 ································································127
가. 교육제도 및 편제 ···························································127
나. 교육과정 구성 ·······························································128
2. 영국 음악과 교육과정 ···························································133
가. 구성체제 ·····································································134
나. 구성방향 및 내용 제시방식 ················································136
다. 내용체계 ·····································································137
3. 특징과 시사점 ····································································141
가. 특징 ··········································································141
나. 시사점 ·······································································142

Chapter 5. 일본 음악과 교육과정 ························································149
1. 일본 교육의 개요 ································································151
가. 학교제도 ·····································································151
나. 학교 교육과정 편제 ·························································152
다. 학교 교육과정 ·······························································154
2. 일본 음악과 교육과정 ···························································155
가. 소학교 학습지도요령 ························································156
나. 중학교 학습지도요령 ························································169
3. 특징과 시사점 ····································································178
가. 특징 ··········································································178
나. 시사점 ·······································································180

Chapter 6. 캐나다 음악과 교육과정 ·····················································185
1. 캐나다 교육의 개요 ·····························································187
가. 학교제도 ·····································································187
나. 교과체제 ·····································································188
다. 온타리오주의 교육과정 총론 ···············································189
2. 온타리오주의 예술교육과정 ·····················································190
가. 예술교육과정의 중점 방향 ·················································190
나. 예술교육과정의 특징 ························································192
3. 온타리오주의 음악과 교육과정 ··················································203
가. 목표 ··········································································203
나. 내용체계 ·····································································204
4. 특징과 시사점 ····································································229
가. 특징 ··········································································229
나. 시사점 ·······································································230

Chapter 7. 핀란드 음악과 교육과정 ·····················································235
1. 핀란드 교육의 개요 ·····························································237
가. 학교제도 ·····································································239
나. 국가교육과정의 실행 체계 및 편제 ········································241
다. 2016 국가핵심교육과정 ····················································245
2. 핀란드 음악과 교육과정 ·························································250
가. 음악 교과의 과제 ···························································253
나. 교수 목표 ····································································254
다. 핵심 내용 ····································································255
라. 학년군별 교육과정 ··························································256
3. 특징과 시사점 ····································································273
가. 특징 ··········································································273
나. 시사점 ·······································································277
 

Chapter 8. 싱가포르 음악과 교육과정··················································283
1. 싱가포르 교육의 개요 ···························································285
가. 학교제도 ·····································································285
나. 교과체제 ·····································································287
다. 학교 교육과정 ·······························································289
2. 싱가포르 음악과 교육과정 ······················································300
가. 구성체제 ·····································································300
나. 목표 ··········································································302
다. 세부 성취목표 수준 ·························································303
라. 특징 ··········································································306
마. 내용체계 ·····································································309
3. 특징과 시사점 ····································································317
가. 특징 ··········································································318
나. 시사점 ·······································································320

Chapter 9. 호주 음악과 교육과정 ························································325
1. 호주 교육의 개요 ································································327
가. 학교제도 ·····································································327
나. 교과체제 ·····································································328
2. 호주 음악과 교육과정 ···························································331
가. 성격 ··········································································331
나. 목표 ··········································································332
다. 내용체계 ·····································································333
라. 학년군별 해설ㆍ학습내용ㆍ성취기준 ·······································335
마. 학습내용과 성취기준 시퀀스 ···············································352
3. 특징과 시사점 ····································································356
가. 특징 ··········································································356
나. 시사점 ·······································································358

찾아보기 ·············································································362

저자소개

승윤희 연세대학교 음악대학 기악과 졸업
미국 보스턴대학교 음악교육학 박사
현) 한국교원대학교 교수
<저서> 예비교사와 현장교사를 위한 초등 음악교육, 음악교육학 총론, 음악교육연구방법

함희주 중앙대학교 음악학과 졸업
독일 쾰른대학교 음악교육학 박사
현) 공주교육대학교 교수
<저서> 음악교육의 기초, 음악교육연구방법, 음악수업 모형의 이론과 실제

권덕원 서울대학교 국악과 졸업
미국 일리노이대학교 음악교육학 박사
현) 경인교육대학교 교수
<저서> 음악교육의 기초, 국악교육론, 음악교육연구방법, 음악적 이해를 위한 교수법, 현대의 음악교수법

정재은 서울대학교 작곡과 졸업
미국 보스턴대학교 음악교육학 박사
현) 서원대학교 부교수
<저서> 한국음악인지능력검사의 이해와 활용, 음악수업 모형의 이론과 실제, 효과적인 음악교수법, 음악적 이해를 위한 교수법, 현대의 음악교수법

신지혜 이화여자대학교 관현악과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 이화여자대학교 교육대학원 조교수
<저서> 효과적인 음악교수법, 음악적 이해를 위한 교수법, 현대의 음악교수법

오지향 서울대학교 기악과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 전남대학교 부교수
<저서> 음악교육연구방법, 음악수업 모형의 이론과 실제, 효과적인 음악교수법, 음악적 이해를 위한 교수법, 현대의 음악교수법

문경숙 이화여자대학교 성악과 졸업
미국 애리조나주립대학교 음악교육학 박사
현) 공주교육대학교 교수
<저서> 음악교육연구방법, 음악수업 모형의 이론과 실제
 

최은식 서울대학교 기악과 졸업
미국 미시간대학교 음악교육학 박사
현) 건국대학교 교수
<저서> 음악교육의 기초, 한국음악인지능력검사의 이해와 활용, 음악교육연구방법, 리머의 경험중심 음악교육철학, 효과적인 음악교수법, 음악적 이해를 위한 교수법

석문주 서울대학교 작곡과 졸업
미국 일리노이대학교 음악교육학 박사
현) 경인교육대학교 교수
<저서> 음악교육의 기초, 음악교육의 이해와 실천, 학교에서의 음악감상, 통합적 접근에 의한 음악과 교수 학습방법, 음악중심 융합수업의 실제, 음악적 이해를 위한 교수법

최미영 이화여자대학교 피아노과 졸업
미국 미네소타대학교 음악교육학 박사
현) 대구교육대학교 교수
<저서> 음악교육연구방법, 음악수업 모형의 이론과 실제, 효과적인 음악교수법, 음악적 이해를 위한 교수법, 현대의 음악교수법

정진원 서울대학교 기악과 졸업
미국 컬럼비아대학교 음악교육학 박사
현) 춘천교육대학교 교수
<저서> 음악교육연구방법, 예비교사와 현장교사를 위한 초등 음악교육, 음악수업 모형의 이론과 실제

윤문정 이화여자대학교 관현악과 졸업
미국 보스턴대학교 음악교육학 박사
현) 진주교육대학교 부교수
<저서> 효과적인 음악교수법, 음악적 이해를 위한 교수법, 현대의 음악교수법

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