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판소리 교육을 위한 문학과 음악의 융합적 모형 연구

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Author(s)
기경숙
Issued Date
2008
Keyword
판소리 교육 문학 음악
Abstract
When it is acceptable that Pansori is a blended genre bridging poem, song and dance, the denotation in education of Pansori must be also extended in such a way of methodological applications based on interdisciplinary teaching between Korean language and music. In this regard, this study was made to constitute the logic mentioned above under the premise that play-prone characteristics inclusive for dance be infused to the context of Korean language schoolbook.
More specifically, it was designed in an attempt to inject music lessen into Korean language lessen in a manner of closely cooperative, interdisciplinary connectivity as far as Pansori education was concerned in high schools. Summarized are the results as follows analytically evaluated from both the 7th revised music textbook and Korean language including literature in the high school;
Pansori shown in Korean language textbook emphatically consists of descriptive and percussional novel-like interpretation, while music textbook focuses on understanding of rhythmic phrases and vocalization based on sori. In spite of commonly overlapping in those two sections, it is folk song and shamanic song that are far from educational expectation because they are categorized in folklore literature in Korean language textbook and traditional folk songs in music textbook.
The directive in Pansori education cannot set itself free from the realistic sense of practicability. There exist concerns that Pansori is likely inclined to be hackneyed traditional literature or music, not attracting students' attention, under the situation that contemporary music and literary writings are introduced reflecting wide spectrum of students' desire. Therefore, it is of outstanding importance that a coalitional way of teaching must be sought in understanding Pansori putting into action in the field.
In this context, this thesis analytically reviewed the recent researching papers approaching toward Pansori in a blended form of teaching. In consequence, there revealed many diversified models fit for applications in Korean language section. The music part was not exceptional, having practical learning contents through good command of appreciation. Based on this selected data, the study further underwent a makeover of how to converge the two interdisciplinary subjects.
and/or were sampled as works for Pansori education applicable for an interdisciplinary model. The study considered those two works as one object because they could be contextualized as if versioned to a novel and if versioned to a song. This study, principally grounded on Korean language section, constructed an interdisciplinary model based on along with three-hour lessening. The duration could not be sufficient, but it was one-hour class more compared with the existent two-hour time frame by far.
The objective of the fist hour interdisciplinary teaching laid on understanding of elements configuring Pansori and functions in rhythm as well as performing of jungjungmori(a sort of rhythm and beat). The topic in this model was set as understanding through appreciation. A teacher for this class may in advance do a showcase demonstration, while making students to appreciate the motion picture to lure their attention. He/she describes the background story and historicity of and , getting closer to interdisciplinary teaching class.
The objectives of the second hour interdisciplinary teaching are singing practices through appreciation and theoretical offering for better accessibility to the works. The primary target is to understand the relationship between Pansori and its line of novels, and further the theme and thought in . While displaying , a most well-known part of , the teacher spurs up students' interest and curiosity in a form of song exercises in awareness of its rhythm and tone.
The objectives of the last third hour interdisciplinary teaching are also based on tow; firstly, students are directed to sing a Pansori coincident with a novel in a form of inaris(descriptive speech). Secondly, the students are experienced to speak out their writings parodied during the second class in pursue of understanding various genres derived from Pansori and its associated novels together with reviewing other remade versions of . Possibilities are open for discussion on films and operas as derivative genres with probability applicable to the modern genre in music. The teaching model adopted is in singing through appreciation and group discussions. Singing with appreciation is quite similar with that in the first-hour class, but distinctive in proceeding based on discussion. Preparatory tasks for speeching are distributed to each group, ending in discussion. The teacher shall monitor this class as a whole to be reflected in a course evaluation, encouraging the students to actively participate in the class, rather than one-sided lessening by the teacher.
The classes must be ideally coordinated by teachers of both Korean language and music, for example, providing teaching materials and video clips. It is meaningful for both of them to collaborate their expertise for in-depth classes. By doing so, it is expected that the interdisciplinary teaching is prepared successfully to explicitly express outwardly the intrinsic bilateral characteristics in Pansori.
Further studies must be proceeded to seek for newer methodological teaching though this study aims at blending each peculiarity in Korean language and music sections on the basis of interdisciplinary education. It is because other Pansori works let alone this can be similarly developed with an outlook that the interdisciplinary education becomes more applicable for other genres in new categories.
Alternative Title
A Study on Interdisciplinary Modeling bridging Music with Literature for Pansori Education
Alternative Author(s)
Kee, Kyung-sook
Affiliation
조선대학교 교육대학원
Department
교육대학원 국어교육
Advisor
김수중
Awarded Date
2008. 8
Table Of Contents
차 례


Ⅰ. 서론
1. 연구의 목적 1
2. 연구의 범위와 방법 2
3. 연구사 검토 3

Ⅱ. 판소리에 대한 교육 내용 현황 분석
1. 문학 교육 현황 6
1) 사설 풀이 위주의 교육 6
2) 소설과 결부시킨 교육 7
2. 음악 교육 현황 ...................................................................................................................8
1) 민속음악과 관련한 교육 ...............................................................................................8
2) 창법 중심의 교육.............................................................................................................9

Ⅲ. 판소리 교육의 특수성과 문제점
1. 판소리에 관한 교육 내용의 특수성 13
2. 판소리 교육의 문제점 15
1) 국어과목에서의 문제점.................................................................................................15
2) 음악과목에서의 문제점.................................................................................................16
3. 새로운 협동학습 방안 17

Ⅳ. 판소리의 융합교육을 위한 교과서 내용 분석
1. 국어과목과의 융합을 위한 음악교과서 내용 분석....................................................20
2. 음악과목과의 융합을 위한 국어교과서 내용 분석 ..................................................26

Ⅴ. 판소리 교육의 융합적 모형과 실제
1. 융합적 모형의 근거..........................................................................................................28
2. 융합적 모형에 따른 교육의 실제..............................................................30
1) 지도 계획.......................................................................................................30
2) 교수-학습방법...............................................................................................30

Ⅵ. 결론 .......................................................................................................................................51

참고문헌 .....................................................................................................................................54
Degree
Master
Publisher
조선대학교 교육대학원
Citation
기경숙. (2008). 판소리 교육을 위한 문학과 음악의 융합적 모형 연구
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4903
http://chosun.dcollection.net/common/orgView/200000236690
Appears in Collections:
Education > Theses(Master)(교육대학원)
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