호남지역 예술계 고등학교의 국악전공 교육과정 연구

Abstract

Various genres of Korean traditional music were designated as UNESCO Intangible Cultural Heritage of Humanity. Starting with Jongmyo Shrine in 2001, Pansori in 2003, Gagok in 2010, Arirang in 2012, Nongak in 2014, and other genres were registered gradually. To prevent and develop Korean traditional music, which is achieving recognition throughout the world, training expert is the most important. Professional curriculum of Koran traditional music at art high schools is also important, as they are in charge of training music elites. The study in this paper compares and analyzes the practical curriculum for the major of Korean traditional music of six art high schools in Honam area. The objects of study are art high schools with Korean traditional music majors in Honam area. One of them is Gwangju Arts High School in Gwangju metropolitan city, two of them are Jeonam Arts High School and Jindo Korean Classical Music High School in Jeollanam-do Province, and the rest three of them are Namwon Traditional Arts High School, Jeonju Fine Arts High School, The Korean High School of cultural Heritage in Jeollabuk-do Province. The method of study is literature investigation research, which investigates national curriculum of the Ministry of Education, advanced research, and information released at schools’ websites. Besides, we investigated practical Korean traditional art curriculum by calling and sending e-mails to the teachers in charge of the curriculums. The result of the study is as follows. First of all, Specialized Subjects of music among the 6th and 7th musical curriculum, 2007, 2009, and 2015 revised curriculum are centered on Western music. As we can see in this result, even the schools with the major of Korean traditional music also lack Korean music-centered specialized subjects. Secondly, subjects of each school that were provided in 2009 revised curriculum specialized subjects were chosen according to the characteristic of each school and major. Semester hours of Five of the six schools were 80, and those of E highschool were 88. Also, the common feature of the schools was that hours of practical subjects of music majors were the largest. Thirdly, practical curriculum of instrumental music major was centered on classical music and Sanjo music. I could guess that students could choose the school of Sanjo that they learn, as it was not designated. The schools except E highschool provided voice majoring students with personal lessons. It was autonomous curriculum since it gave students a choice. I suggest as following, according to this result. Firstly, Korean traditional music-centered Specialized Subjects should be developed for the students who major in it. Secondly, the curriculum that provides the value of Korean traditional music should be studied. Thirdly, well-organized curriculum including sight-reading and composition is needed to raise Korean traditional music experts communicating with the world. I hope the result of this study could be helpful not only for students and teachers of arts high schools, but also for the improvement of curriculums.