피아노 기초교재의 비교⋅분석과 교재선택에 대한 실태조사

Abstract

ABSRTACT

Study on the Comparative Analysis, Selection and Using Method of Piano Fundamentals Materials

Heo, Su min Advisor: Prof. Jung eun Cho, Ph.D. Major in Music Education Graduate School of Education, Chosun University

As no parents in the world have higher educational enthusiasm than Korean parents, it is understandable that the latter are very interested in early education. Therefore, the environment for early piano education has been formed in Korea. However, unfortunately, it can not guarantee the quality of the education because piano academy can be approved and established simply by reporting piano tutoring service to the authority as long as the service provider graduates from college, regardless of his or her major. As a result, most of the children began learning piano fundamentals in this environment as it has become the norm in Korea that most of parents send their children to learn it at a private piano academy. In addition, piano teachers still stuck to historically old basic textbooks while new textbooks and teaching methods have developed in the field of education. In this study, therefore, I intended to investigate the actual conditions of teachers' choosing piano teaching materials and examine the change in the social perception of piano fundamental education. Furthermore, I conducted a comparative study between Beyer, which has been long used as the fundamental material for piano education, and Piano Adventures, which has recently been introduced and used in Korea. The methodology and scope of this research are as follows: First, I designed the overall framework based on the review of previous studies. Second, relying on my personal experience with related literature, professional books, and teaching piano fundamental materials, I explored the theoretical backgrounds relevant to piano education. Third, I conducted a survey of 40 piano teachers in Gwangju area to know their actual conditions for piano education. Fourth, I tried to find useful factors to apply, by investigating, comparing and analyzing 2 piano fundamental textbooks chosen. Fifth, volume 1 through 4 of Sekwang New Beye, which were published by Sekwang Music Publishing Co. (2004), were used as textbooks for this study, and Class 1 to 8 of 'Piano Adventures' by Music Tree (2003). In examining the social awareness of selecting a piano textbook, I found that music teachers choose Beye and Piano Adventures more than anything else. In addition, it was known that when they choose a piano fundamental material to teach with, they do not only emphasize the basic piano skills such as melody and accompaniment, but their focus has gradually shifted from learners to age, interest, learning ability, and technique. In addition, I carried out a comparative analysis of Sekwang New Beye and Piano Adventures for composition, features, fundamental position, the form of the first practice music, approach to staves, musical notes, comma, time signature, scale, note name, pitch, learning major triad, articulation, and accidental. I made such findings as follows. 'Sekwang New Beye' cannot be considered suitable for comprehensive music education because it lacks in various musical concepts and annotations. Unlike existing Beye, however, Piano Adventures uses pictures and scores without staffs, so they meet the level of the learners. Furthermore, Piano Adventures introduces various musical concepts and sufficient explanations so as to help the learners understand them. Therefore, I can say that they are ideal textbooks to help them develop overall musicality. However, it also has a demerit that it is somewhat difficult to learn alone, without separate education to teach. Children's learning ability is various and different by individual. Also, every child has a different motivation to begin a piano lesson with and a different goal to achieve. Moreover, each textbook has different characteristics, techniques to express music, and a learning objective. This is why teachers or parents should carefully choose a textbook suitable for a learner. A new textbook is not necessarily valuable, but each textbook has its own strengths and weaknesses. Therefore, it is important to understand them well and make a good choice. Music teachers should keep their interest in various textbooks newly out in the market. In addition, they should be able to understand their composition and learning objective so they can choose textbooks suitable for the level and learning objective of a learner. Also, they need to be flexible enough to use more than one textbook so as to let them complement each other, rather than being persistent on the only one.