시벨리우스 프로그램을 활용한 고등학교 음악 창작 지도 방안

Abstract

본 연구는 컴퓨터 음악 프로그램 시벨리우스를 활용하여 고등학생들이 창작활동에 쉽게 접근할 수 있는 수업방법을 제시하는데 목적이 있다. 이에 대한 연구방법으로는 첫째, 문헌연구를 통하여 다양한 컴퓨터 음악 프로그램의 종류와 ICT 교육의 정의와 목적을 살펴보았다. 둘째, 실용음악 전문 고등학교 학생들을 대상으로 컴퓨터 음악 프로그램의 사용실태를 설문조사로 알아보았다. 셋째, 시벨리우스 프로그램을(ICT) 활용한 고등학교 창작수업 지도안을 제시하였다. 먼저, 컴퓨터 음악 프로그램의 활용 여부에 대해 서울, 경기도 소재의 실용음악 전문 고등학교 두 곳에서 101명을 대상으로 한 달에 거쳐 설문을 실시하였다. 다음은 설문조사 결과이다. 첫째, 음악수업에서 가장 재미있는 수업은 ‘가창’을 꼽았으며 선택한 이유는 ‘음악을 좋아해서’라고 응답하였다. 반면 가장 어려운 수업은 ‘창작’이라고 응답하였으며 ‘창작에 대한 수행평가가 부담스럽기 때문’이라고 하였다. 둘째, 컴퓨터를 활용한 음악수업이 재미있었냐는 질문에 ‘예’라고 응답하였으며, 선택한 이유는 ‘프로그램을 활용해 만든 악보를 직접 연주 해 볼 수 있어서’가 가장 높은 응답률을 보였다. 컴퓨터를 활용한 음악수업이 지루했던 이유는 ‘프로그램 사용법이 어려워서’의 응답률이 높았고 ‘선생님 수업이 재미없어서’의 응답도 높은 비율을 차지하였다. 셋째, 활동도가 높은 컴퓨터 음악 프로그램 10가지를 제시하여 사용 유무에 대해 질문한 결과 큐베이스가 가장 많았고 다음으로 로직, 시벨리우스, 피날레 순으로 응답하였다. 컴퓨터 활용 능력에 대해서 일부 학생들은 어렵다고 응답하였고, ICT를 활용한 창작 이외에도 작곡, 편곡, 믹싱(mixing)등 다양한 분야를 경험해 보고 싶다고 응답하였다. 다음은 시벨리우스 프로그램을 활용한 창작 지도안을 ASSURE 모형과 함께 제시하였다. 첫째, 본 연구는 총 5차시 지도안에서 시벨리우스 실행방법과 음악형식 및 요소를 주제로 수업 방법을 제시하였다. 둘째, 시벨리우스의 실행방법과 단축키를 통해 리듬창작, 주요 3화음, 악곡을 분석하여 창작활동을 할 수 있는 사전 교육 지도안을 제시하였다. 리듬창작과 음악요소의 배움을 통해 음악적 지식을 습득하여 창작활동에 흥미를 가질 수 있도록 기대해 본다. 셋째, 시벨리우스를 활용하여 단선율과 반주음악을 만든 후 프로그램에 내장되어 있는 다양한 악기 음색을 선택하여 “학교 종소리”를 만드는 창작수업 지도안을 제시하였다. 이를 통해 음악적 지식과 창작 기량을 펼칠 수 있고 나아가 창작의 어려움에서 벗어나 성취감과 자신감을 얻을 수 있기를 기대해 본다.| The purpose of this study is to suggest a teaching method that high school students can approach creative activity easily using Sibelius, a computer music program. First, this study investigated various types of computer music program and definition and purpose of ICT education through literature research. Secondly, usage of computer music program was investigated through survey on students from special high school of practical music. Thirdly, this study suggested a teaching method of high school creative classes using Sibelius program(ICT). First of all, this study conducted questionnaire for about a month on 101 students from 2 special high schools of practical music located in Seoul and Gyeonggi-do about utilization of computer music program. The results of questionnaire are as follows. First, students picked ‘singing’ as the most interesting music class, and the reason was ‘because I like music.’ On the other hand, they responded ‘creativity’ for the most difficult class, and the reason was ‘I feel pressured by the performance assessment of creativity.’ Secondly, students replied ‘yes’ for a question on whether music class using computer was interesting, and the highest reason for selecting the class was ‘because I can play the music I created with the program in person.’ ‘Because direction for using the program is difficult’ showed high response rate for reason why a music class using computer was boring, and ‘because the teacher’s class is not interesting’ showed high response rate. Thirdly, according to the result of asking a question on usage by applying 10 types of computer music program with high usability, Cubase showed highest answer and followed by Logic, Sibelius, and Finale. For computer application ability, some students replied that it is difficult and responded that they want to experience various fields as composing, arrangement, and mixing in addition to the creation activity using ICT. Then, this study suggested a teaching method of creation using Sibelius Program with ASSURE model. First, this study suggested a teaching method based on the Sibelius performance method, musical structure, and elements in total 5 sessions of teaching plan. Secondly, this study suggested a prior education plan that can use creation activity by analyzing rhythm creation, essential 3 harmonies, and music through performance method and shortcut key of Sibelius. It is expected for students to gain interest in creation activity by acquiring musical knowledge through learning about rhythm creation and musical elements. Thirdly, this study suggested a teaching guide of the creation class of creating ‘school bell tones’ by selecting various tones of instruments in the program by creating monophony and accompaniments using Sibelius. This is expected for students to display their musical knowledge and creation ability, and for them to escape from difficulty in creation but to obtain a sense of accomplishment and confidence.; The purpose of this study is to suggest a teaching method that high school students can approach creative activity easily using Sibelius, a computer music program. First, this study investigated various types of computer music program and definition and purpose of ICT education through literature research. Secondly, usage of computer music program was investigated through survey on students from special high school of practical music. Thirdly, this study suggested a teaching method of high school creative classes using Sibelius program(ICT). First of all, this study conducted questionnaire for about a month on 101 students from 2 special high schools of practical music located in Seoul and Gyeonggi-do about utilization of computer music program. The results of questionnaire are as follows. First, students picked ‘singing’ as the most interesting music class, and the reason was ‘because I like music.’ On the other hand, they responded ‘creativity’ for the most difficult class, and the reason was ‘I feel pressured by the performance assessment of creativity.’ Secondly, students replied ‘yes’ for a question on whether music class using computer was interesting, and the highest reason for selecting the class was ‘because I can play the music I created with the program in person.’ ‘Because direction for using the program is difficult’ showed high response rate for reason why a music class using computer was boring, and ‘because the teacher’s class is not interesting’ showed high response rate. Thirdly, according to the result of asking a question on usage by applying 10 types of computer music program with high usability, Cubase showed highest answer and followed by Logic, Sibelius, and Finale. For computer application ability, some students replied that it is difficult and responded that they want to experience various fields as composing, arrangement, and mixing in addition to the creation activity using ICT. Then, this study suggested a teaching method of creation using Sibelius Program with ASSURE model. First, this study suggested a teaching method based on the Sibelius performance method, musical structure, and elements in total 5 sessions of teaching plan. Secondly, this study suggested a prior education plan that can use creation activity by analyzing rhythm creation, essential 3 harmonies, and music through performance method and shortcut key of Sibelius. It is expected for students to gain interest in creation activity by acquiring musical knowledge through learning about rhythm creation and musical elements. Thirdly, this study suggested a teaching guide of the creation class of creating ‘school bell tones’ by selecting various tones of instruments in the program by creating monophony and accompaniments using Sibelius. This is expected for students to display their musical knowledge and creation ability, and for them to escape from difficulty in creation but to obtain a sense of accomplishment and confidence.