다중지능을 활용한 중학교 오페라 학습 지도 방안 연구

Abstract

교육은 지능을 계발하고 확장시키는데 중요한 역할을 한다. 인간에게 내재되어있는 잠재력을 이끌어내기 위해서는 다양한 경험을 하는 것이 필요하다. 수업에 다중지능적인 요소를 더하여 활동의 기회를 열어주면 학습자의 개성에 맞는 다양한 교수-학습 방법 및 전략을 펼칠 수 있다. 이에 본 연구는 가드너가 제시한 다중지능이론에 따라 여덟 가지 영역을 지능으로 범주화하여, 지능 영역과 관련된 활동을 고루 활용하는 데에 중점을 두었다. 그리고 다중지능을 활용한 효과적인 음악 수업을 위하여 음악은 음악적 지능, 미술은 공간적 지능, 문학은 언어적 지능, 배경은 자연친화적 지능, 연기는 신체-운동적 지능 등 이와 같이 활동과 지능의 연결이 자연스러운 오페라 수업을 구상하였다. 본 논문은 다중지능이론과 오페라 및 포트폴리오 평가에 대한 문헌 연구를 기초로 하였으며, 중학교 교과서에 수록된 오페라를 분석하였다. 분석을 통하여 오페라 작품의 비중과 다뤄진 이해 내용을 파악하였으며, 교과서에 제시된 활동과 관련된 다중지능 영역의 고른 분포 정도를 알 수 있었다. 그리고 생성적 주제, 이해를 위한 목적, 이해를 위한 수행, 계속적인 평가의 단계로 구성된 '이해를 위한 교수'의 모형에 따라 총 3차시의 오페라 수업 지도 방안을 작성하였다. 그 내용으로는 첫째, 오페라 구성요소인 서곡, 관현악, 합창, 무용, 레치타티보, 아리아를 중심으로 다중지능을 고루 활용할 수 있는 1~2차시 수업을 설계하였다. 둘째, 모둠 안에서 각자 담당할 지능 영역의 역할을 맡고 협동하여 모차르트의「요술피리」중 한 장면을 연출할 수 있도록 3차시 수업에서 제시하였다. 셋째, 활동지, 학습지, 평가지 등의 포트폴리오 평가 도구를 각 차시별로 개발하였다. 본 연구는 오페라의 내용 및 구성요소에 대한 이해를 높여 오페라 감상의 폭을 넓히고, 무대를 만들어가는 과정을 통해 오페라를 체험하며 총체적으로 학습할 수 있게 하였다. 다중지능과 관련된 여러 활동을 통해 지능의 균형 있는 계발을 도우며, 개개인이 갖고 있는 강점 지능으로 수업의 적극적인 참여를 이끌고, 다중지능의 관점으로 다양한 흥미를 주어 학습 태도를 향상시키며, 음악적 경험을 통해 잠재 능력을 키우고자 하였다. 자신의 지능 영역에 대해 관심을 갖고 더욱 발전시켜 역량을 발휘할 수 있길 바라며, 다중지능을 고루 활용한 오페라 수업의 높은 교육적 효과를 기대한다.

|Education plays an important role in the development and expansion of intelligence. A variety of experiences is required in order to develop the latent power that is inherent to humans. If more opportunities for activities with the Multiple Intelligences(MI) are provided in the classroom, various teaching and learning methods and strategies can be utilized to fit the personalities of the learners. In this study, eight kinds of intelligence were categorized in accordance with the theory of the MI proposed by Gardner and there was a focus on employing activities related to these fields of intelligence. Moreover, opera classes were seen as a way for intelligence and activities to be connected smoothly in effective music lessons using the MI, as they require musical intelligence for music, spatial intelligence for art, linguistic intelligence for literature, naturalistic intelligence for the backgrou nds, and body‐kinesthetic intelligence for acting. This paper was based on a review of literature on the theory of the MI, opera and portfolio assessment and operatic elements contained in middle school textbooks were analyzed, through which the proportion of operas and contents were assessed. The results showed the degree to which the activities presented in the textbooks were evenly distributed over the MI. In addition, a total of three classes implementing a method of teaching opera were designed according to the model of ‘Teaching For Understanding’ consisting of generative topics, understanding goals, performances of understanding, and ongoing assessment. The contents are as follows. First, the first and second classes using the MI were designed mainly focusing on operatic components, such as overtures, orchestras, choruses, ballet, recitativos and arias. Second, it was suggested in the third class that each student has a role to play in their area of intelligence and should present one scene of Mozart's "Magic flute" (Mozart ‐ Die Zauberflöte) by cooperating together within the group. Third, activity sheets, instructional materials, assessments, and tools for portfolio assessment were developed for each class. The purpose of this study was to broaden the range of understanding of opera by increasing the understanding of the contents and components of the opera and to allow students to enjoy opera collectively by experiencing the process of staging an opera. Also, we tried to develop the latent power of the students through the active participation of the class, as led by the strong intelligence possessed by individuals, through improving learning attitudes with a variety of interesting activities from the perspective of the MI, and by musical experience, helping to develop the balance of intelligences through various activities associated with the MI. It is expected that the students have an interest in their area of intelligence and can demonstrate their competence after further developing their intelligence so that it is possible to attain a higher level educational effectiveness of opera lessons using the MI.; Education plays an important role in the development and expansion of intelligence. A variety of experiences is required in order to develop the latent power that is inherent to humans. If more opportunities for activities with the Multiple Intelligences(MI) are provided in the classroom, various teaching and learning methods and strategies can be utilized to fit the personalities of the learners. In this study, eight kinds of intelligence were categorized in accordance with the theory of the MI proposed by Gardner and there was a focus on employing activities related to these fields of intelligence. Moreover, opera classes were seen as a way for intelligence and activities to be connected smoothly in effective music lessons using the MI, as they require musical intelligence for music, spatial intelligence for art, linguistic intelligence for literature, naturalistic intelligence for the backgrou nds, and body‐kinesthetic intelligence for acting. This paper was based on a review of literature on the theory of the MI, opera and portfolio assessment and operatic elements contained in middle school textbooks were analyzed, through which the proportion of operas and contents were assessed. The results showed the degree to which the activities presented in the textbooks were evenly distributed over the MI. In addition, a total of three classes implementing a method of teaching opera were designed according to the model of ‘Teaching For Understanding’ consisting of generative topics, understanding goals, performances of understanding, and ongoing assessment. The contents are as follows. First, the first and second classes using the MI were designed mainly focusing on operatic components, such as overtures, orchestras, choruses, ballet, recitativos and arias. Second, it was suggested in the third class that each student has a role to play in their area of intelligence and should present one scene of Mozart's "Magic flute" (Mozart ‐ Die Zauberflöte) by cooperating together within the group. Third, activity sheets, instructional materials, assessments, and tools for portfolio assessment were developed for each class. The purpose of this study was to broaden the range of understanding of opera by increasing the understanding of the contents and components of the opera and to allow students to enjoy opera collectively by experiencing the process of staging an opera. Also, we tried to develop the latent power of the students through the active participation of the class, as led by the strong intelligence possessed by individuals, through improving learning attitudes with a variety of interesting activities from the perspective of the MI, and by musical experience, helping to develop the balance of intelligences through various activities associated with the MI. It is expected that the students have an interest in their area of intelligence and can demonstrate their competence after further developing their intelligence so that it is possible to attain a higher level educational effectiveness of opera lessons using the MI.