본 연구는 전국 대학교 국악 교육의 주요 쟁점을 전국대학교 국악과 현황, 전공교수 현황, 교과과정, 교과교재 개발 등 4가지로 분류하여 논의한 것이다.
첫째, 1990년대 대학의 국악교육은 활성화 되었으나, 21세기에 들어서면서 지역대학의 국악과 지원자 수의 감소, 대학의 재정문제와 수도권 집중화 현상으로 인하여, 위축된 것이 현실이다. 그 결과 몇몇 대학의 국악과는 다른 학과와 통합되거나, 학과 명칭이 탈바꿈되어 국악과로 보기 어렵다.
둘째, 전국 25개 대학에 국악과 전임교수는 총109명으로 평균 4.4명의 전임교수가 각 대학 국악과에 소속된 셈이다. 그러나 4명 이하의 전임교수로 국악과를 운영하는 대학은 총 12개 대학으로 과반수에 해당한다. 결과적으로 대학 국악과의 전임교수는 모든 전공을 전담할 수 있는 역량이 충족되어 있지 않다.
셋째, 대학 국악과 교과과정을 비교 분석하며, 21세기에 새로이 신설된 교과목을 주목해 보았다. 21세기에 들어서 신설된 교과목은 각 대학의 특수성을 반영하고 있었다. 과거 대학의 국악과는 악사양성에 치중되어 있었다. 그러나 최근 다양한 분야에 국악전공 인력이 요구됨에 따라 새로운 국악전문인력 구축에 그 주안점을 두고 있으나, 현시점에서는 역부족인 듯하다. 이를 위한 교과과정에 개편과 설계가 필요하다.
넷째, 현재 대학 국악과 교육교재는 1980년대 출판된 것이 다수이며, 혹간 새로이 출판되었을 지라도 교재로 사용하기 어려운 것이 많다. 때문에 기본 교과목은 물론이고 새로이 개발된 교과목의 교재도 시급히 개발되어야 한다.
따라서 대학 국악교육을 위해 새로운 단초를 찾아 21세기형 국악과의 계획적인 구조 변경(remodeling)과 설계가 요구된다.
본 연구는 전국 대학교 국악 교육의 주요 쟁점을 전국대학교 국악과 현황, 전공교수 현황, 교과과정, 교과교재 개발 등 4가지로 분류하여 논의한 것이다.
첫째, 1990년대 대학의 국악교육은 활성화 되었으나, 21세기에 들어서면서 지역대학의 국악과 지원자 수의 감소, 대학의 재정문제와 수도권 집중화 현상으로 인하여, 위축된 것이 현실이다. 그 결과 몇몇 대학의 국악과는 다른 학과와 통합되거나, 학과 명칭이 탈바꿈되어 국악과로 보기 어렵다.
둘째, 전국 25개 대학에 국악과 전임교수는 총109명으로 평균 4.4명의 전임교수가 각 대학 국악과에 소속된 셈이다. 그러나 4명 이하의 전임교수로 국악과를 운영하는 대학은 총 12개 대학으로 과반수에 해당한다. 결과적으로 대학 국악과의 전임교수는 모든 전공을 전담할 수 있는 역량이 충족되어 있지 않다.
셋째, 대학 국악과 교과과정을 비교 분석하며, 21세기에 새로이 신설된 교과목을 주목해 보았다. 21세기에 들어서 신설된 교과목은 각 대학의 특수성을 반영하고 있었다. 과거 대학의 국악과는 악사양성에 치중되어 있었다. 그러나 최근 다양한 분야에 국악전공 인력이 요구됨에 따라 새로운 국악전문인력 구축에 그 주안점을 두고 있으나, 현시점에서는 역부족인 듯하다. 이를 위한 교과과정에 개편과 설계가 필요하다.
넷째, 현재 대학 국악과 교육교재는 1980년대 출판된 것이 다수이며, 혹간 새로이 출판되었을 지라도 교재로 사용하기 어려운 것이 많다. 때문에 기본 교과목은 물론이고 새로이 개발된 교과목의 교재도 시급히 개발되어야 한다.
따라서 대학 국악교육을 위해 새로운 단초를 찾아 21세기형 국악과의 계획적인 구조 변경(remodeling)과 설계가 요구된다.
The purpose of this study was to examine major points of disputes on Korean traditional music education involving the state of the departments of Korean traditional music in colleges across the nation, the state of professors in this field, curricula and the development of teaching materials. The fi...
The purpose of this study was to examine major points of disputes on Korean traditional music education involving the state of the departments of Korean traditional music in colleges across the nation, the state of professors in this field, curricula and the development of teaching materials. The findings of the study were as follows: First, Seoul National University set up the department of Korean traditional music in 1959, which was the start of college education for this area as one of bachelor’s degree courses. In the 1970s, three universities located in Seoul set up that department, and 11 colleges in small urban communities set up that department as well in the 1980s. There are 25 departments of Korean traditional music in colleges across the nation as of now. College education of Korean traditional music started to be vitalized in the 1980s and then was very prevailing in the 1990s. However, the departments are on the wane in the 21st century due to a reduction in the number of applicants for admission to the departments, financial problems of colleges and a centralization phenomenon into the metropolitan area. As a consequence, the departments have been integrated into other departments in some universities, or the name of the departments is changed. Second, there are 108 regular college professors in this field, and it could be said that each college run the department with a mean of 4.3 regular professors. As a matter of fact, however, more than half of the colleges were equipped with four or less regular professors who teach Korean traditional music. The number of the regular professors isn’t large enough to handle all the major courses. The adjunct professor and visiting full-time instructor systems have lately been introduced to remedy the situation, but that is nothing but a makeshift measure. Third, as a result of making a comparative analysis of the curricula of the departments, courses newly offered in the 21st century were noteworthy. The new courses seemed to be created in consideration of each college’s specificity. In the past, those who majored in Korean traditional music usually worked as performers of the National Classical Music Institute or orchestras. At the present, however, there are lots of people who took a bachelor’s or higher degree in this field, and they have a variety of occupations such as a college professor, teacher, broadcasting station producer, journalist, performer, critic, performance planner and stage director. Therefore every college offers new courses to properly respond to changing society and nurture new human resources. Fourth, a shortage of teaching materials for college education of national classical music was pointed out in this study, and how to resolve this problem was discussed. Many existing teaching materials were prepared in the 1980s, and even lots of newly published textbooks can hardly deserve using as college textbooks from a universal perspective. So the publishment of new, quality textbooks for existing and new courses is urgently required. In conclusion, a well-planned remodeling of the departments of Korean traditional music is requested in response to the requirements of the 21st century.
The purpose of this study was to examine major points of disputes on Korean traditional music education involving the state of the departments of Korean traditional music in colleges across the nation, the state of professors in this field, curricula and the development of teaching materials. The findings of the study were as follows: First, Seoul National University set up the department of Korean traditional music in 1959, which was the start of college education for this area as one of bachelor’s degree courses. In the 1970s, three universities located in Seoul set up that department, and 11 colleges in small urban communities set up that department as well in the 1980s. There are 25 departments of Korean traditional music in colleges across the nation as of now. College education of Korean traditional music started to be vitalized in the 1980s and then was very prevailing in the 1990s. However, the departments are on the wane in the 21st century due to a reduction in the number of applicants for admission to the departments, financial problems of colleges and a centralization phenomenon into the metropolitan area. As a consequence, the departments have been integrated into other departments in some universities, or the name of the departments is changed. Second, there are 108 regular college professors in this field, and it could be said that each college run the department with a mean of 4.3 regular professors. As a matter of fact, however, more than half of the colleges were equipped with four or less regular professors who teach Korean traditional music. The number of the regular professors isn’t large enough to handle all the major courses. The adjunct professor and visiting full-time instructor systems have lately been introduced to remedy the situation, but that is nothing but a makeshift measure. Third, as a result of making a comparative analysis of the curricula of the departments, courses newly offered in the 21st century were noteworthy. The new courses seemed to be created in consideration of each college’s specificity. In the past, those who majored in Korean traditional music usually worked as performers of the National Classical Music Institute or orchestras. At the present, however, there are lots of people who took a bachelor’s or higher degree in this field, and they have a variety of occupations such as a college professor, teacher, broadcasting station producer, journalist, performer, critic, performance planner and stage director. Therefore every college offers new courses to properly respond to changing society and nurture new human resources. Fourth, a shortage of teaching materials for college education of national classical music was pointed out in this study, and how to resolve this problem was discussed. Many existing teaching materials were prepared in the 1980s, and even lots of newly published textbooks can hardly deserve using as college textbooks from a universal perspective. So the publishment of new, quality textbooks for existing and new courses is urgently required. In conclusion, a well-planned remodeling of the departments of Korean traditional music is requested in response to the requirements of the 21st century.
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