셴커식 분석이론을 적용한 중등음악교육방법에 관한 연구

Abstract

The objective of the present study is to apply Schenkerian theory to the method of teaching music in middle schools and high schools, and for this purpose, this research was conducted in two stages: design and development. The primary source for the study of Schenkerian theory for the present work was based on Analysis of Tonal Music: A Schenkerian Approach (Allen Cadwallader & David Gagne, 1998). Other research materials include dissertations, research papers and materials presented at symposiums and academic conferences on the analysis of tonal music based on Schenker's Free Composition and Schenkerian theory. In addition, to review theories on the teaching method of music, Foundation of Musical Education (Kwon Doug-won, et al.) was consulted, along with other Korean and foreign books on musical education, dissertations, research papers, and academic reports on the teaching method of music. As a stage of design, in Chapter II, theoretical contents were reviewed, and musical curriculums were analyzed in consideration of their design. The results were then used in designing the methodological application of Schenkerian theory. This chapter first illuminates on theoretical contents such as the historical background of the Schenkerian theory and concepts in its basic assumptions, including Stufe and hierarchy, fundamental structure, prolongation, composing out and diminution of motives. Other considerations in this chapter extend to psychology of music and musical education psychology related to the teaching method of music, the teaching method of music based on behaviorism and cognitivism, and the theory of musical learning by Edwin E. Gordon. Then, the Korean national curriculum of music was analyzed, and based on this analysis and theoretical review, ideas for applying Schenkerian theory to activities in musical education, such as singing, playing instruments, music composition and appreciation of music, were designed. Firstly, in singing, ideas for applying Schenkerian theory to the contents of learning activities within the curriculum were designed. These activities include listening and singing, reading and singing, creative singing considering the characteristic of music, memorizing and singing, and listening to singing and criticizing. Secondly, in playing instruments, ideas for listening and playing, reading and playing, creative playing while taking the characteristic of music into account, memorizing and playing, and listening to playing and criticizing were designed. Thirdly, in music composition, activities such as changing music taught in the music class, understanding musical elements and writing a simple piece of music and criticizing compositions were designed. Lastly, in appreciation of music, learning activities such as listening with respect to the characteristics and components of music, listening with respect to the form of music, and music listening and criticizing were designed. As listed above, these ideas were designed for the application of Schenkerian theory with consideration of the organic and structural viewpoint of the Schenkerian theory, psychology of music, and the methodology of teaching music. In the stage of development, Chapter III proposed the contents of learning as well as methods for applying Schenkerian theory based on the designs from Chapter II. To do this, first, the contents of music textbooks were analyzed. These textbooks range from those used in first through third grades in middle school and first grade in high school. In addition, a selection of music that was considered highly usable for the designed teaching-learning activities based on Schenkerian theory were used. The selected music included eighteen vocal pieces(ten from middle school levels and eight from high school levels), eight instrumental pieces(six from middle school levels and two from high school levels), and four in the music appreciation area. For an accurate understanding of the selected pieces of music, first, each of the pieces were analyzed using "Schenkerian analysis", and then, for each piece of music, learning contents and methods to which Schenkerian theory was applied were developed and proposed. For the music composition area, contents and methods of learning composition focusing on the melody prolongation technique in Schenkerian theory - like the contents designed in Chapter II - were developed and proposed.; 이 논문의 목적은 셴커식 분석이론을 중등학교의 음악교육방법에 적용하려는 것이며, 이를 위해 크게 설계와 개발의 두 단계를 거쳐 본 연구를 진행하였다. 본 논문에서 연구의 대상이 되는 셴커식 분석이론은 캐드월래더(Allen Cadwallader)와 가네(David Gagne)의 『조성음악분석: 셴커식 접근』(Analysis of Tonal Music: A Schenkerian Approach, 1998)을 중심으로 셴커의 『자유작법』(Free Composition)과 셴커식 분석이론에 의한 조성음악 분석에 관련된 학위논문, 연구논문, 심포지움이나 학회에서 발표된 주요 자료내용들을 대상으로 하였다. 또한 음악교육방법의 이론은 권덕원 외 3인의 저서 『음악교육의 기초』를 중심으로 국내외 음악교육 관련 서적들과 음악교육방법에 관한 학위논문, 연구논문, 학술논문 등을 그 대상으로 하였다. 설계단계로서, 제 Ⅱ장에서는 설계를 위한 이론적 내용들의 고찰과 음악과 교육과정의 분석을 토대로 셴커식 분석이론의 교육방법적 적용을 위한 설계하였다. 먼저 이론적인 내용들로서, 셴커식 분석이론의 역사적 배경과 셴커이론의 기본 전제로서 고유한 개념들인 슈투페와 계층, 근본구조, 연장과 계층적 작곡, 축소동기 등의 개념에 대하여 알아보았고, 음악 교육방법을 위한 음악심리와 행동주의 및 인지주의에 의한 음악 교육방법 그리고 고든(Edwin E. Gordon)의 음악 학습이론에 대하여 고찰하였다. 이어서 우리나라 국가단위의 교육과정을 분석하였고, 이 분석과 이론적인 고찰을 토대로 가창, 기악, 창작, 감상 등의 교육방법에 대하여 셴커식 분석이론을 적용하기 위한 아이디어를 설계 하였다. 개발단계로서, 제 Ⅲ장에서는 제 Ⅱ장에서의 설계를 토대로 셴커식 분석이론의 적용을 위한 학습내용 및 방법을 제시하였다. 이를 위해 먼저 현재 국내에서 개발되어 사용되고 있는 중학교 1, 2, 3학년 그리고 고등학교 1학년의 모든 음악교과서의 내용을 분석하여, 제 Ⅱ장에서 설계된 셴커식 분석이론을 적용하여 교수·학습 활동을 전개하기에 수월한 악곡들을 중심으로, 가창영역에서 18곡, 기악영역에서 8곡, 감상영역에서 4곡을 선정하였다. 선정된 악곡들에 대한 정확한 이해를 위하여 먼저, 셴커식 분석에 의해 각 악곡들을 분석하였고, 이어서 각 악곡들에 대하여 셴커식 분석이론을 적용한 학습내용 및 학습방법을 개발하여 제시하였다. 창작영역에 대하여는 제 Ⅱ장에서 설계한 내용과 같이 셴커식 분석이론의 선율 연장 기법을 중심으로 하여 창작 학습활동의 내용 및 방법을 개발하여 제시하였다.