본 연구는 노인복지관 사회교육프로그램을 중심으로 한 노인음악교육의 실태를 조사하여 분석을 통해 얻어진 결과를 토대로 향후 노인음악교육이 나아가야 할 방향을 모색하는데 목적이 있다.
이를 위해 문헌연구를 통해 고령화의 특징과 고령화 사회에서의 노인교육의 중요성, 노인교육의 정의, 그리고 음악교육이 노인학습자에게 미치는 영향에 대해 알아보았고 한국 노인교육의 역사와 현황 그리고 노인교육기관에서의 음악교육을 살펴보았다.
우리나라에는 현재 211개의 ...
본 연구는 노인복지관 사회교육프로그램을 중심으로 한 노인음악교육의 실태를 조사하여 분석을 통해 얻어진 결과를 토대로 향후 노인음악교육이 나아가야 할 방향을 모색하는데 목적이 있다.
이를 위해 문헌연구를 통해 고령화의 특징과 고령화 사회에서의 노인교육의 중요성, 노인교육의 정의, 그리고 음악교육이 노인학습자에게 미치는 영향에 대해 알아보았고 한국 노인교육의 역사와 현황 그리고 노인교육기관에서의 음악교육을 살펴보았다.
우리나라에는 현재 211개의 노인복지관이 설립되어 있으며, 이 중 44개 기관이 경기도에 위치하고 있다. 이 논문은 경기도 소재 44개 노인복지관 중 설문조사에 응한 33개 기관을 대상으로 기관별 사회교육프로그램 담당자와 음악교육 강사에게 설문조사를 실시하여 결과를 분석함으로써 노인음악교육 실태를 파악하였다.
연구 결과 모든 노인복지관에서 음악교육프로그램을 실시하고 있었다.
사회교육프로그램 담당자들의 보유자격증 비율은 사회복지사 자격증 보유율에 비해 평생교육사와 노인교육전문가 자격증의 보유율은 상당히 낮은 것으로 조사됐다. 음악교육강사들에 있어 가장 높은 소지 비율을 나타낸 건 정교사 2급 자격증이었다.
노인복지관 음악교육강사의 연령분포는 40대가 가장 많았고 다음으로 50대, 60대와 30대 그리고 20대의 순으로 나타났다.
현재 노인복지관에서 실시 중인 음악교육프로그램은 가요교실, 가곡교실, 민요교실, 합창단 또는 합창반, 풍물놀이나 사물놀이, 난타, 장구, 하모니카, 오카리나, 아코디언, 기타합주인 것으로 조사됐다.
한편, 노인복지관의 사회교육프로그램 담당자와 음악교육강사는 자신들에게 노인교육(노화와 노인에 관한 교육)이 필요하다고 생각하는 것으로 나타났다. 실제로 현재 사회교육 담당자에게 연수나 교육의 기회를 제공하는 기관은 17개였으나 담당자와 강사 모두에게 연수나 교육의 기회를 제공하는 곳은 한 곳뿐인 것으로 조사됐다.
앞으로는 경기도뿐 아니라 전국의 노인복지관을 비롯한 노인교육기관들을 대상으로 한 음악교육현황 조사 분석이 필요하다고 본다. 또한 노인교육의 체계화를 위한 국가차원에서의 연구들이 이뤄져야 할 것이다.
본 연구는 노인복지관 사회교육프로그램을 중심으로 한 노인음악교육의 실태를 조사하여 분석을 통해 얻어진 결과를 토대로 향후 노인음악교육이 나아가야 할 방향을 모색하는데 목적이 있다.
이를 위해 문헌연구를 통해 고령화의 특징과 고령화 사회에서의 노인교육의 중요성, 노인교육의 정의, 그리고 음악교육이 노인학습자에게 미치는 영향에 대해 알아보았고 한국 노인교육의 역사와 현황 그리고 노인교육기관에서의 음악교육을 살펴보았다.
우리나라에는 현재 211개의 노인복지관이 설립되어 있으며, 이 중 44개 기관이 경기도에 위치하고 있다. 이 논문은 경기도 소재 44개 노인복지관 중 설문조사에 응한 33개 기관을 대상으로 기관별 사회교육프로그램 담당자와 음악교육 강사에게 설문조사를 실시하여 결과를 분석함으로써 노인음악교육 실태를 파악하였다.
연구 결과 모든 노인복지관에서 음악교육프로그램을 실시하고 있었다.
사회교육프로그램 담당자들의 보유자격증 비율은 사회복지사 자격증 보유율에 비해 평생교육사와 노인교육전문가 자격증의 보유율은 상당히 낮은 것으로 조사됐다. 음악교육강사들에 있어 가장 높은 소지 비율을 나타낸 건 정교사 2급 자격증이었다.
노인복지관 음악교육강사의 연령분포는 40대가 가장 많았고 다음으로 50대, 60대와 30대 그리고 20대의 순으로 나타났다.
현재 노인복지관에서 실시 중인 음악교육프로그램은 가요교실, 가곡교실, 민요교실, 합창단 또는 합창반, 풍물놀이나 사물놀이, 난타, 장구, 하모니카, 오카리나, 아코디언, 기타합주인 것으로 조사됐다.
한편, 노인복지관의 사회교육프로그램 담당자와 음악교육강사는 자신들에게 노인교육(노화와 노인에 관한 교육)이 필요하다고 생각하는 것으로 나타났다. 실제로 현재 사회교육 담당자에게 연수나 교육의 기회를 제공하는 기관은 17개였으나 담당자와 강사 모두에게 연수나 교육의 기회를 제공하는 곳은 한 곳뿐인 것으로 조사됐다.
앞으로는 경기도뿐 아니라 전국의 노인복지관을 비롯한 노인교육기관들을 대상으로 한 음악교육현황 조사 분석이 필요하다고 본다. 또한 노인교육의 체계화를 위한 국가차원에서의 연구들이 이뤄져야 할 것이다.
This study has the purpose to search and analyze the current situation of music education for older adults in the social education programs of senior welfare center and to investigate the future direction of music education for older adults based on the result from above.
For this, the importance of...
This study has the purpose to search and analyze the current situation of music education for older adults in the social education programs of senior welfare center and to investigate the future direction of music education for older adults based on the result from above.
For this, the importance of education for the elderly in the aging society, the definition of educational gerontology along with the impact of music education on the elderly learners were surveyed first through the documentary study.
Presently, Korea has 211 senior welfare centers, 44 of which are located in Gyeonggi-do. In this paper, a questionnaire survey was carried out for the social educational program directors and the music education instructors of 33 senior welfare centers in Gyeonggi-do to comprehend the situation of music education for elderly people.
As a result, it was found that all senior welfare centers were carrying out the music education programs.
The retaining rate of social worker license was as high as 96.4%, the rates of lifelong educator and educational gerontology specialist were fairly low. The highest rate of the music educators was the teaching certificate/teacher's license.
The age range of music educators in the senior welfare centers was 40% of 40s, 27.1% of 50s, 14.3% of 30s, 14.3% of 60s and 4.3% of 20s. Through this, it was found that the education in the senior welfare centers were made not only for older adults but also by older adults.
Present music education programs in the senior welfare centers were surveyed as pop song class, classical song class, traditional song, choir activity, folk play or samulnori(traditional performance), nanta(beating performance), janggu(traditional drum), harmonica, ocarina, accordion and other symphony activities.
Meanwhile, it was found that the social education programers and the music lecturers were feeling the necessity of education about older adults and aging for themselves. Presently, the institutions which actually supplies the opportunity of training or education to the persons in charge of social education are 17. But the institution which provided the training or education to both of person in charge and lecturer was only one.
In the item questioning which effect of the music education for the elderly learners was greatest, 67.3% of persons in charge of social education program answered that it could give the mental stability and energy, while the music lectures answered uniformed for 3 items of the mental stability and energy, the improvement of memory and concentration and the enhancement of life quality through the creative activities by 31.4%.
In the question about the operation level of current music education programs in the senior welfare centers, 41.8% of the persons in charge of social education program answered that the programs were diverse enough to meet the desires of learners. In the same question, 61.4% of the music lecturers answered that the satisfaction was increasing and the quality of program was improving thanks to their efforts.
In the senior education program, it is not sufficient to faithfully follow the request of elderly learners. To maintain the present elderly participants and to induce the new elderly participants, it is necessary to continuously develop the new programs including the interesting and challenging activities. Otherwise, it will never induce the new participants, because it becomes a self-satisfied program or gives an exclusive impression.
In the future, it seems necessary to survey and analyze the situation of music education for elderly people in the senior education institutions including the senior welfare centers in the whole nation as well as Gyeonggi-do. In addition, the studies by the government should be carried out to systemize the elderly education.
This study has the purpose to search and analyze the current situation of music education for older adults in the social education programs of senior welfare center and to investigate the future direction of music education for older adults based on the result from above.
For this, the importance of education for the elderly in the aging society, the definition of educational gerontology along with the impact of music education on the elderly learners were surveyed first through the documentary study.
Presently, Korea has 211 senior welfare centers, 44 of which are located in Gyeonggi-do. In this paper, a questionnaire survey was carried out for the social educational program directors and the music education instructors of 33 senior welfare centers in Gyeonggi-do to comprehend the situation of music education for elderly people.
As a result, it was found that all senior welfare centers were carrying out the music education programs.
The retaining rate of social worker license was as high as 96.4%, the rates of lifelong educator and educational gerontology specialist were fairly low. The highest rate of the music educators was the teaching certificate/teacher's license.
The age range of music educators in the senior welfare centers was 40% of 40s, 27.1% of 50s, 14.3% of 30s, 14.3% of 60s and 4.3% of 20s. Through this, it was found that the education in the senior welfare centers were made not only for older adults but also by older adults.
Present music education programs in the senior welfare centers were surveyed as pop song class, classical song class, traditional song, choir activity, folk play or samulnori(traditional performance), nanta(beating performance), janggu(traditional drum), harmonica, ocarina, accordion and other symphony activities.
Meanwhile, it was found that the social education programers and the music lecturers were feeling the necessity of education about older adults and aging for themselves. Presently, the institutions which actually supplies the opportunity of training or education to the persons in charge of social education are 17. But the institution which provided the training or education to both of person in charge and lecturer was only one.
In the item questioning which effect of the music education for the elderly learners was greatest, 67.3% of persons in charge of social education program answered that it could give the mental stability and energy, while the music lectures answered uniformed for 3 items of the mental stability and energy, the improvement of memory and concentration and the enhancement of life quality through the creative activities by 31.4%.
In the question about the operation level of current music education programs in the senior welfare centers, 41.8% of the persons in charge of social education program answered that the programs were diverse enough to meet the desires of learners. In the same question, 61.4% of the music lecturers answered that the satisfaction was increasing and the quality of program was improving thanks to their efforts.
In the senior education program, it is not sufficient to faithfully follow the request of elderly learners. To maintain the present elderly participants and to induce the new elderly participants, it is necessary to continuously develop the new programs including the interesting and challenging activities. Otherwise, it will never induce the new participants, because it becomes a self-satisfied program or gives an exclusive impression.
In the future, it seems necessary to survey and analyze the situation of music education for elderly people in the senior education institutions including the senior welfare centers in the whole nation as well as Gyeonggi-do. In addition, the studies by the government should be carried out to systemize the elderly education.
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