earticle

영어

Korean folksongs have long been passed on from generation to generation orally by way of pastime or through labor or ceremonies, representing national thoughts, life and sentiment in Korean. Folksong education is accentuated as part of music education, but given the synthetic attributes of folksongs, it's needed to take an integrated approach to that by dealing with all the knowledge related to that without being confined to the area of music only. The purpose of this study was to develop teaching methods to provide integrated education for six graders being already exposed to integrated and separate classes by utilizing folksongs included in music textbooks or appropriate at their level in response to that need. And it's also meant to teach them how to make musical play in an inclusive way. The nature and characteristics of folksongs were discussed to shed light on the necessity of integrated learning about that, and the synthetic
elements of folksongs were investigated to lay the theoretical foundation for this approach. And six different folksongs were selected to make musical play. Orff-Schulwerk's approach was adopted as a teachinglearning method for classes. Six different lesson plans were drawn up by
utilizing the selected folksongs to teach the synthetic components of local community and folksongs and the constituents of musical play. Finally, a lesson plan of musical play that were concerned with well-known mountain tour were prepared by capitalizing on the six folksongs and
legends about selected mountains. The approach applied in this study produced the following effects. First, the integrated approach to folksongs was effective at providing motivation and facilitating learning transfer. Second, the students who participated in this study felt they did something in the course of being engaged in the different kinds of integrated academic activities and making music drama, and they eventually got to take a favorable view of folksongs and show growing interest in traditional music. Third, they were able to understand the cultural characteristics and local color of different regions and boost their national identity when they learned about folksongs of different geographic regions through a variety of incorporated subjects.
As the scope of this study was confined to suggesting folksongsbased integrated lesson plans, separate teaching methods that focus on folksongs itself should be prepared in the future, and more extensive research should be carried out to provide profound information on folksongs-based integrated learning guidance for every grade. Besides, the types of folksongs that could be introduced in curriculum should be discovered, and a wide range of teaching-learning methods should be developed without interruption.