합창 제재음악에 관한 연구

Abstract

Chorus is divided according to absence or presence of accompaniment and gender. It is further divided into a cappella, unaccompanied chorus, girls and boys chorus, female chorus, male chorus, and mixed chorus. The chorus that emphasizing harmony far more than any other music provides emotional stability by inspiring young students to feel homogeneous and having aesthetic experiences. The influences chorus has are presented as follows: First, it promotes the area of basic music; to improve the ability to read music, produce resonant sound through proper breathing training, and enhance expression and understanding of music. Second, in the process to harmonize various sounds into one, it makes us feel beautiful about music and takes the role of emotional refinement. Third, it encourages young students to cooperate as members of a community and nurture sociability. There are some reasons such chorus is dealt with in the period of adolescence. First, chord starts to develop the most about at the age of 12. Under the pressure of the education focusing on entrance examination, entire elements of music can be tasted through chorus, and through chorus students clubs or competitions, solidarity, responsibility and musicality can be nurtured to have valuable experiences. For players or audiences can have emotional stability as it helps them to feel aesthetical beauty and through group activities of choir, solidarity, cooperative spirit and strong fellowship can be encouraged. In such respects, it is believed that chorus is the most important to current secondary education. Therefore, this study analyses the theme songs of choral music published in nine music textbooks for the second grade of secondary schools. First, it examines the ratio of choral music to songs, and among them, the ratio of material songs and reference songs. And it classifies the songs in each textbook into Korean melodies and Korean folk songs, foreign melodies and foreign folk songs to examines repetition and genres. It examines absence and presence of accompaniment and chord, maximum and minimum pitch distributions according to compositions and genres, and develops a statistical analytic tables according to textbooks. The research results show us that first, the ratio of material songs to reference songs should be properly adjusted. Second, at least more than one same choral song of various genres should be provided for the same grade and textbooks should be compiled so that students may feel homogeneity to and solidarity with peers. Third, students should experience various choral songs from duets to mixed quartets and schools should pay attention to time allotment and financial support. Fourth, no inclination to any publishers in respect to use of textbooks is recommended and scores containing chords and accompaniment should be collected. Fifth, songs should be collected in consideration of sensitive vocal cords and physical changes of adolescents in puberty.