칼 오르프의 음악교수법을 적용한 중학교 음악 수업안 연구

Abstract

Currently, music education in Korea is a comprehensive music education with continuance. Music education curriculum is part of the National Common Core Curriculum that ties into one-unit grades 1 through ten and therefore it is structured to possess consistency and continuance and to be comprehensive. As the focus of its activities, rather than focusing on learning musical concepts or skills, it is a “Let’s do Music” oriented education which encourages learning of musical concept and skill through musical activities. And through music and its curriculum, students can acquire problem-solving skills, creativity, and musical creativity, which is based on creative thinking that signifies acquiring the ability to interpret music, creatively express and play music, create music, and listen to and analyze the music. In addition, through listening and creative activities, students can also acquire problem solving skills and independent learning skills. However, the reality of creativity in actual educational setting is that under circumstances of schools possession of various instruments is difficult, and music classes are being conducted with a singing-oriented education. Therefore, if teaching method of Carl Orff, which is creative and places emphasis on student oriented music activities, is applied in the school setting, within the limits of classroom environment, a more efficient lesson can be conducted. Therefore, the purpose of this study is to assist in making possible an effective learning program in the music education setting through teaching plans based on fundamentals of Orff’s teaching method. If teaching plans presented in this study is applied in music classes in a school setting, various musical expression skills can be enhanced, and will be able to develop creative musical abilities by enriching musical creativity. Application results of music lessons conducted based on Orff’s music education method can be expected as follows. First, step by guidance of rhythm such as speaking, gesture, singing and playing instrument enables students to play difficult rhythm easily as well as to draw the ability of impromptu and cultivate creativity through curriculum of various rhythmic expression and composition. Secondly, the application of ostinato and bourdon, the technique of repeating simple rhythmic or melodic motives to the end in a simple form of accompaniment enables students to develop impromptu accompaniment easily, to extend the sense of harmony and expression of impromptu music. With the repetition of simple pattern, students are also able to write and play music. Third, by using simple rhythmical instruments or string instruments that can be easily handled by students, emphasize the fact that they can be performed anyway, thereby allowing creativity of students to come in contact with musical experience. In addition, it serves as background for effective lessons that do not adhere to school circumstances.