2011 문화예술교육 교육표준 개발 연구_음악
DESCRIPTION
2011 문화예술교육 교육표준 개발 연구 - 음악TRANSCRIPT
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KACES-1140-R013
Tel. (02)6209-5900Fax. (02)6209-5999E-mail. [email protected]
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Abstract In the early 21st century, culturally advanced countries began striving to build a structure for
high quality of life for individuals and societies and to lay new cultural and educational frameworks befitting the new century. And now, Korean society is looking towards the goal of making Korea "a beautiful country with cultural strengths" with a new-found interest in arts and culture education. It is a meaningful change in that our society is now paying attention to arts and culture education.
The way we can build a country with a beautiful culture is to have homes, schools, local communities and the government all work together to provide adequate arts/culture education and opportunities to enjoy culture to students and all other people. Homes, schools and the government need to provide support for students at elementary and middle school to ensure that they can receive basic arts education - literature, music, art and dance - successfully. Moreover, local governments and social organizations should give more access and opportunities to their people and enhance their abilities to enjoy arts and culture.
And yet, providing education and creating opportunities cannot be done by individual efforts of families, schools, local governments or social organizations alone. Arts and culture education, in particular, encompasses various elements including human development and growth, individual and organizational characteristics, academic and socio-cultural aspects of arts, and the fundamental roles and functions of education, which requires a long-term expert research.
Fortunately, with the enactment of the "Support for Arts and Culture Education Act" in 2005, the Korean government has put an emphasis on "enriching the people's cultural life and strengthening the nation's cultural competence," starting to expand the area of education toward various forms of arts and culture education including those provided by social organizations at local levels. Against this backdrop, the music education community has realized the need to understand the future direction of arts and culture education and to revisit/realign the goals and content of music education from a new perspective; researchers began to work on developing "music education standards," which can be applied to all types and contexts of music education provided to school-aged children and adolescents. We explored a basic framework for music education, which can serve as the guide for implementing more systematic and high-quality music education. The goals and objectives of music education were defined accordingly, which becomes the basis for the following areas; the scope and level of learning by school age group as well as expected achievement levels by specific area target.
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Activities done for this research are; 1) establishing the concept and area/scope of music education, which is in line with the arts and culture education policy, 2) exploring musical development and growth of individual students, their learning habits and behaviors as well as the current state of music education in and out of school at home and abroad, 3) building a basic framework for music education, 4) setting a comprehensive goal for music education, 5) selecting the content of education by age group based on the education goal, 6) making it more systematic to achieve targets by activity area, which is based on the content of education selected/organized, and 7) developing expected achievement levels by specific activity target.
Through this research, the researchers tried to emphasize the fact that we are living in an era where learning music itself in schools needs to serve as the core of music education and expands the artistic experience that music brings to realize humanity education while artistic experience and training outside school need to provide logical learning so that music education in and out of school can contribute as a whole to enhancing creativity through mutual understanding and communication, and tried to present some ways for realizing them.
The research for developing education standards led by Korea Arts & Culture Education Service (KACES) has been very timely and appropriate in that it has coincided with the change in Korea's cultural policy direction from school-based education toward nationwide arts and culture education. We hope that the result of this research will be disseminated widely so that it can be actively used in all different forms of music education activities, and become a starting point that leads to further extensive and in-depth studies, which will contribute to the creation and development of various music programs, learning materials and assessments in the future.
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handbook of research on music teaching and learning (pp. 487-508), New York: Oxford University Press.
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141
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213 5550.93%32
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215 2926.85%58
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[ ] , , , [ ] ,
- 7, 8( 1, 2) -
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1, 2 ( 60.19%, 37.96%), ( 58.33%, 20.37%), ( 46.30%, 35.19%), ( 46.30%, 33.33%) . ( 55.56%,
-
802011 -
1.
111 5147.22%51
47.22%6
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112 4642.59%54
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0.00%0
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5046.30%
4037.04%
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114 () 1715.74%45
41.67%29
26.85%13
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115 4844.44%37
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0.00% 108
116 2725.00%37
34.26%37
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117 22 4440.74%28
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118 6762.04%29
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2422.22%
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122 4844.44%46
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123 4037.04%44
40.74%24
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124 3532.41%49
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125 4137.96%44
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131 3734.26%35
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132 2 2825.93%44
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133 4037.04%33
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3128.70%
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142
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143
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2.
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214 15 44 34 8 7 108
29.63%), ( 54.63%, 31.48%), ( 54.63%, 32.41%) , (26.85%) . .
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-
III. 81
13.89% 40.74% 31.48% 7.41% 6.48%215 ( )
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116 2825.93%47
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117 3 2825.93%44
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118 5349.07%35
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-
822011 -
50.00% 35.19% 13.89% 0.93% 0.00%123 5853.70%
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842011 -
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Academic PressElliott D. J. (1995) Music matters. New York: Oxford University PressFranzke, W. R. (1982), Leben und Wirken, Fritz Jde (Hamburg)Gembris, H. (2002), The developmental of musical abilities. In R. Colwell (Ed.), The
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