음악 교육에 있어 독보는 악보를 읽는 과정을 뜻한다고 할 수 있다. 악보는 작곡가의 의도를 표현한 것으로 명확한 해석과 구체적인 음의 실현을 제시하고 있기 때문에 노래를 부르거나 악기를 연주할 때에 독보는 반드시 필요한 과정이며 언어를 익히는 속성에 따라 배울 수 있다. 본 연구는 피아노를 배우는 초기 단계의 유아들이 충분하고도 구체적인 음악적 듣기와 읽기를 거치지 않고는 악보를 읽을 수 없기 때문에 다양한 음악 활동을 통한 음악 요소의 경험과 체계적인 독보지도 방안을 연구하는데 그 목적을 두었다. 독보 지도를 위해 'My First Piano A' 교재를 중심으로 유아가 음색과 셈여림, 박자와 리듬의 분할, 음정의 구조 등을 이해하고 변별할 수 있도록 구체적인 지도 방안을 제시하였으며, 학습태도가 형성되어 있지 않은 유아의 발달적 특징을 고려하여 그 접근법과 인지의 과정에 대해 실제적인 방법을 모색하였다. 이를 위해 피아제와 ...
음악 교육에 있어 독보는 악보를 읽는 과정을 뜻한다고 할 수 있다. 악보는 작곡가의 의도를 표현한 것으로 명확한 해석과 구체적인 음의 실현을 제시하고 있기 때문에 노래를 부르거나 악기를 연주할 때에 독보는 반드시 필요한 과정이며 언어를 익히는 속성에 따라 배울 수 있다. 본 연구는 피아노를 배우는 초기 단계의 유아들이 충분하고도 구체적인 음악적 듣기와 읽기를 거치지 않고는 악보를 읽을 수 없기 때문에 다양한 음악 활동을 통한 음악 요소의 경험과 체계적인 독보지도 방안을 연구하는데 그 목적을 두었다. 독보 지도를 위해 'My First Piano A' 교재를 중심으로 유아가 음색과 셈여림, 박자와 리듬의 분할, 음정의 구조 등을 이해하고 변별할 수 있도록 구체적인 지도 방안을 제시하였으며, 학습태도가 형성되어 있지 않은 유아의 발달적 특징을 고려하여 그 접근법과 인지의 과정에 대해 실제적인 방법을 모색하였다. 이를 위해 피아제와 브루너의 유아의 인지 발달 이론을 살펴보았다. 피아제는 동화-조절-평형의 인지체계와 전조작기의 발달적 특성에 따라 유아의 성장과 음악적 발달 단계의 관계를 전제로 하여 유아가 이해하는 것을 언어와 움직임, 신체악기와 리듬악기 연주로 표현하도록 격려하였다. 또한 부르너의 발견학습의 원리와 3단계에 따른 표상 이론에 따라 음악적 개념을 배우는 유아들이 먼저 신체활동을 통해서 경험한 후에 악보를 그리거나 비교하는 등의 영상적 단계를 거치는 과정의 귀납적인 방법으로 악보의 구조를 파악할 수 있도록 하였다. 이 외에 달크로즈, 코다이, 오르프 음악 교수법에 따른 독보 지도의 특징을 바탕으로, 리듬읽기와 한 줄, 두 줄 악보읽기, 세로건반 활동과 큰 보표에서의 기준 음 제시, 음이름의 활용, 음악의 형식파악, 음정과 화음의 형태를 도형으로 나타내는 등 유아의 발달단계에 맞춘 다양한 활동 방안을 시도하였다.
음악 교육에 있어 독보는 악보를 읽는 과정을 뜻한다고 할 수 있다. 악보는 작곡가의 의도를 표현한 것으로 명확한 해석과 구체적인 음의 실현을 제시하고 있기 때문에 노래를 부르거나 악기를 연주할 때에 독보는 반드시 필요한 과정이며 언어를 익히는 속성에 따라 배울 수 있다. 본 연구는 피아노를 배우는 초기 단계의 유아들이 충분하고도 구체적인 음악적 듣기와 읽기를 거치지 않고는 악보를 읽을 수 없기 때문에 다양한 음악 활동을 통한 음악 요소의 경험과 체계적인 독보지도 방안을 연구하는데 그 목적을 두었다. 독보 지도를 위해 'My First Piano A' 교재를 중심으로 유아가 음색과 셈여림, 박자와 리듬의 분할, 음정의 구조 등을 이해하고 변별할 수 있도록 구체적인 지도 방안을 제시하였으며, 학습태도가 형성되어 있지 않은 유아의 발달적 특징을 고려하여 그 접근법과 인지의 과정에 대해 실제적인 방법을 모색하였다. 이를 위해 피아제와 브루너의 유아의 인지 발달 이론을 살펴보았다. 피아제는 동화-조절-평형의 인지체계와 전조작기의 발달적 특성에 따라 유아의 성장과 음악적 발달 단계의 관계를 전제로 하여 유아가 이해하는 것을 언어와 움직임, 신체악기와 리듬악기 연주로 표현하도록 격려하였다. 또한 부르너의 발견학습의 원리와 3단계에 따른 표상 이론에 따라 음악적 개념을 배우는 유아들이 먼저 신체활동을 통해서 경험한 후에 악보를 그리거나 비교하는 등의 영상적 단계를 거치는 과정의 귀납적인 방법으로 악보의 구조를 파악할 수 있도록 하였다. 이 외에 달크로즈, 코다이, 오르프 음악 교수법에 따른 독보 지도의 특징을 바탕으로, 리듬읽기와 한 줄, 두 줄 악보읽기, 세로건반 활동과 큰 보표에서의 기준 음 제시, 음이름의 활용, 음악의 형식파악, 음정과 화음의 형태를 도형으로 나타내는 등 유아의 발달단계에 맞춘 다양한 활동 방안을 시도하였다.
Music reading can be said to be process of reading music sheets in music pedagogy. As a music sheet is what expressed a composer's intention, it suggests realization of a clear analysis and specific tone. Thus, music reading is a process certainly necessary when singing a song or playing the musical...
Music reading can be said to be process of reading music sheets in music pedagogy. As a music sheet is what expressed a composer's intention, it suggests realization of a clear analysis and specific tone. Thus, music reading is a process certainly necessary when singing a song or playing the musical instrument, and can be learnt according to the property of learning a language. Preschoolers in the early phase of learning piano cannot read music sheets without passing through a certain amount of and specific musical listening and reading. Thus, the purpose of this study was to research a plan for experiencing musical concepts and for systematically guiding music reading through diverse musical activities. To guide music reading, the specific guidance plan was suggested so that preschoolers can understand and distinguish tone color, dynamics, division in beat and rhythm, and structure of tune, centering on the teaching material titled 'My First Piano A.' In consideration of the developmental features in preschoolers who are not formed the learning attitude, the actual method was pursued on its approach and the process of cognition. For this, it examined Piaget's and Bruner's advancement of intelligence theory. It encouraged what preschooler understands to be expressed with language and movement and with performance of body instrument and rhythmic instrument by having a proposition as relationship between preschooler's growth and musical developmental stage according to Piaget's cognitive structure in assimilation-accom modation-equilibrium and to developmental features in preoperational period. Also, the preschoolers, who learn a musical concept according to Bruner's fundamentals of discovery method and to the theory of representation in 3 stages, were allowed to possibly grasp structure of music sheets with inductive method in the process of passing through the iconic stage such as drawing and comparing music sheets after first experiencing through body activity. In addition to this, based on characteristics in guiding music reading according to Dalcroze, Kodaly, Orff music method, the attempt was made for a plan of diverse activities in line with preschoolers' developmental phase such as rhythm reading, reading music sheet in one and two lines, vertical keyboard activity, the suggestion of the base tone in big musical staff, the utilization of pitch names, grasping of musical form, and indicating the form in musical interval and harmony with a figure. When having seen reading is as what is followed in the process of listening and speaking and as the whole process of writing, the preschoolers were allowed to possibly find out characteristic and form in music that will be performed by first listening or singing a song. This became an opportunity in which preschoolers are stimulated the memory and the structural thinking ability through piano education. This study was attempted over 7 months by utilizing the teaching material ‘My First Piano A’ for 15 preschoolers aged fully 4 and 5. The group musical activity for 50 minutes once a week and the piano education with once a week were carried outside by side. With starting from feeling a sense of beat through the fixed-beat experience and dynamic based on teaching material, 23 music guidance plans were proposed such as experiencing diverse rhythmic patterns, and adjustment to the stave through picture music sheet, which expressed pitch in visual tone. Through a research, with taking advantage of a researcher's idea and experimental intention rather than literally teaching sequence of unit in teaching material, the more newly-applied system was suggested by experiencing musical concepts of centering on activity and utilizing diverse musical pieces. According to exploring and recognizing structure of short music that is made the iconic work in music sheet and the repeated form in short rhythm and melodic pattern, the preschoolers could understand a new concept without difficulty, and could feel continuous interest and achievement in learning piano. Guidance of targeting preschoolers requires a teacher's continuous research and parents' agreement in order to foster right musical attitude. This can be said to be ability that piano teachers need the most when considering trend of instrumental education of beginning with music education and piano in young period these days.
Music reading can be said to be process of reading music sheets in music pedagogy. As a music sheet is what expressed a composer's intention, it suggests realization of a clear analysis and specific tone. Thus, music reading is a process certainly necessary when singing a song or playing the musical instrument, and can be learnt according to the property of learning a language. Preschoolers in the early phase of learning piano cannot read music sheets without passing through a certain amount of and specific musical listening and reading. Thus, the purpose of this study was to research a plan for experiencing musical concepts and for systematically guiding music reading through diverse musical activities. To guide music reading, the specific guidance plan was suggested so that preschoolers can understand and distinguish tone color, dynamics, division in beat and rhythm, and structure of tune, centering on the teaching material titled 'My First Piano A.' In consideration of the developmental features in preschoolers who are not formed the learning attitude, the actual method was pursued on its approach and the process of cognition. For this, it examined Piaget's and Bruner's advancement of intelligence theory. It encouraged what preschooler understands to be expressed with language and movement and with performance of body instrument and rhythmic instrument by having a proposition as relationship between preschooler's growth and musical developmental stage according to Piaget's cognitive structure in assimilation-accom modation-equilibrium and to developmental features in preoperational period. Also, the preschoolers, who learn a musical concept according to Bruner's fundamentals of discovery method and to the theory of representation in 3 stages, were allowed to possibly grasp structure of music sheets with inductive method in the process of passing through the iconic stage such as drawing and comparing music sheets after first experiencing through body activity. In addition to this, based on characteristics in guiding music reading according to Dalcroze, Kodaly, Orff music method, the attempt was made for a plan of diverse activities in line with preschoolers' developmental phase such as rhythm reading, reading music sheet in one and two lines, vertical keyboard activity, the suggestion of the base tone in big musical staff, the utilization of pitch names, grasping of musical form, and indicating the form in musical interval and harmony with a figure. When having seen reading is as what is followed in the process of listening and speaking and as the whole process of writing, the preschoolers were allowed to possibly find out characteristic and form in music that will be performed by first listening or singing a song. This became an opportunity in which preschoolers are stimulated the memory and the structural thinking ability through piano education. This study was attempted over 7 months by utilizing the teaching material ‘My First Piano A’ for 15 preschoolers aged fully 4 and 5. The group musical activity for 50 minutes once a week and the piano education with once a week were carried outside by side. With starting from feeling a sense of beat through the fixed-beat experience and dynamic based on teaching material, 23 music guidance plans were proposed such as experiencing diverse rhythmic patterns, and adjustment to the stave through picture music sheet, which expressed pitch in visual tone. Through a research, with taking advantage of a researcher's idea and experimental intention rather than literally teaching sequence of unit in teaching material, the more newly-applied system was suggested by experiencing musical concepts of centering on activity and utilizing diverse musical pieces. According to exploring and recognizing structure of short music that is made the iconic work in music sheet and the repeated form in short rhythm and melodic pattern, the preschoolers could understand a new concept without difficulty, and could feel continuous interest and achievement in learning piano. Guidance of targeting preschoolers requires a teacher's continuous research and parents' agreement in order to foster right musical attitude. This can be said to be ability that piano teachers need the most when considering trend of instrumental education of beginning with music education and piano in young period these days.
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