An Analysis of the Patterns of Jangdan Learning Activities in Elementary Music Textbooks under the 2015 Revised Music Curriculum

본 연구는 초등학교 3～6학년 음악 교과서에 제시된 장단의 학습활동 유형을 교육과정에 근거하여 분석하고 이를 토대로 문제점을 살펴보았으며 개선 방안을 제시하였다. 음악 교과서의 장단 학습활동을 분석한 결과 3～4학년군은 ‘박, 장단, 장단꼴, 말붙임새, 한배’와 관련된 활동이 집중적으로 이루어지고 있었고, 5～6학년군은 ‘장단, 장단꼴, 한배의 변화’와 관련된 활동을 중점적으로 다루고 있었다. ‘장단의 세’와 관련된 활동은 3～5학년에서 보편적으로 제시되었지만 6학년에서는 거의 다루지 않음을 확인하였다. 또한 일부 개념에서 연계적 학습활동이 이루어지고 있음을 알게 되었다. 초등학교 장단 학습활동의 문제점과 개선 방안으로는 기본박의 지도가 미흡하므로 이에 대한 지속적인 지도가 이루어져야 하고, ‘구별하기’에 해당하는 활동이 빈약하므로 이와 관련된 활동 구성이 필요하며, 일부에서만 이루어지고 있는 개념별 학습활동의 연계성을 전체적으로 확보하고, 학년별로 빈약한 활동의 적극적 반영과 생활화 영역과 관련된 장단 학습활동을 개발하고 활용해야 함을 제시하였다.

This study analyzed the patterns of jangdan learning activities presented in the music textbooks for the third to sixth grades of elementary schools, examined problems through the analysis, and presented measures for improvement. The analysis criteria and standards were prepared based on the music curriculum and analyzed accordingly. The result of the analysis indicated that the third and fourth grades were intensively engaged in activities related to ‘beat, jangdan, forms of jangdan, malbuchimsae(the rhythm of lyrics) and hanbae(tempo),’ while the fifth and sixth grades were focused on activities related to ‘jangdan, forms of jangdan, and changes in hanbae(tempo).’ The activities related to ‘the se(勢, accents) of jangdan’ were generally presented in the third and fifth grades but were rarely covered in the sixth grade. In addition, it was found that there were learning activities linked across grades for some concepts. The followings are the identified issues and measures for improvement in the elementary jangdan learning activities. Since there is inadequate instruction for the basic beat, instruction for that should be continued. Since there are not enough activities responding to the technique of discernment, activities related to that should be organized. It is necessary to, as a whole, secure the link of learning activities for each concept, which is being partially performed in some areas, to actively reflect on weak activities by grade, and to develop and utilize jangdan learning activities related to the real-life application domain.