우리나라 음악영재 교육의 현황 및 교육과정 연구

Abstract

ABSTRACT

The Research of Current Education of Curriculum for Musically Gifted Students

Kang, Eun-Hae Advisor: Prof. Kim, Ji-Hyun, Ph. D Major in Music Education Graduate School of Education, Chosun University

This study deals with the concepts and characteristics of musically-gifted students, and the necessity for specialized education with musically gifted students, and compares and analyzes the current conditions and curricula of education institutes for musically-gifted children in Seoul and Gwang-ju Metropolitan City. As a result, it was discovered that there were a total of fourteen educational institutes for musically gifted children authorized by the Seoul Education Office and some of them offered diverse programs including practical music, jazz and musicals in addition to western music. In Gwang-ju Metropolitan City, there was only one Art Education Institute under Gwang-ju Metropolitan City Student Education and a Cultural Center, and it did not have diverse programs available except a western music program. There were five classes for gifted students in Seoul while there were only two in Hanam Elementary School and in Yeonje Elementary School. In addition, there were no university-affiliated musical education institutes in Gwang-ju Metropolitan City while there were two in Seoul, one at Konkuk University and the other at Korea National University of Art. In analyzing the curricula for musical education of gifted students, it was discovered that there were only a few programs and systems that could nurture musical potentiality and ability in gifted students. In these conditions, this study presents the following suggestions for better education in musically-gifted students: First, more education institutes for musically-gifted students are needed in consideration of the connectivity in education for gifted students. Second, diverse curricula should be developed beyond simple theory-oriented education. Third, the level of selected subjects should be lowered to that of preschool students. Fourth, musically gifted students from local areas should be sought out and developed. Fifth, local governments should provide administrative and financial support for the education of musically-gifted students. It is expected that the results of this study will contribute to qualitative and quantitative growth of educational institutes as well as development groping of education for musically-gifted students.