본 연구는 누리과정 교사용 지도서에 제시된 악기 관련 활동의 전반적 경향과 ‘악기 연주하기’활동의 특성을 알아보고자 하였다. 따라서 누리과정 교사용 지도서 총 32권에서 악기 관련 활동 192개를 선정하여, 누리과정 관련요소, 활동유형, 악기종류를 분석하고, 그 가운데 52개의‘악기 연주하기’활동만을 생활주제, 음악적 개념, 태도, 활동자료, 교수-학습방법에 따라 빈도와 백분율로 산출하였다. 연구결과, 누리과정 교사용 지도서의 악기 관련 활동은 예술경험영역의 예술적 표현하기에서의 반영 비율이 가장 높았다. 악기 관련 활동유형으로 노래 부르기, 악기 연주하기가 많았고, 악기종류는 리듬악기가 가장 많았다. ‘악기 연주하기’활동을 분석한 결과, 연령과 생활주제에 따라 활동 수에서 편차가 나타났다. 악기 연주하기 활동의 목표, 내용, 평가에 나타난 음악적 개념을 분석한 결과 활동목표에는 리듬이 가장 많았으며, 활동내용과 평가에서는 음색이 가장 많은 것으로 나타났다. 또한 활동목표와 평가에 제시된 음악적 태도는 즐거운 마음으로 참여하기가 가장 높았다. 활동자료는 악기 외에 음원을 가장 많이 사용했고, 교수-학습방법으로 3세는 자유롭게 연주하기, 4세는 분담합주하기, 5세는 리듬치기가 많이 나타났다.
This study set out to examine the overall trends of musical instrument-related activities and the characteristics of the activities of playing a musical instrument in teachers manuals under the Nuri Curriculum. For this purpose, the study selected 192 activities related to musical instruments in total 32 teacher s manuals under the Nuri Curriculum, analyzed the elements related to the Nuri Curriculum, types of activities, and kinds of musical instruments, and obtained frequency and percentage from 52 activities of playing a musical instrument according to life topics, musical concepts, attitudes, activity materials, and teaching and learning methods. The findings show that the activities related to musical instruments recorded the highest reflection percentage in artistic expressions in the area of art experiences in the teacher s manuals under the Nuri Curriculum. The popular types of activities related to musical instruments were singing a song and playing a musical instrument. The most abundant type of musical instruments was rhythm instruments. The study analyzed the activities of playing a musical instrument and found a deviation in the number of activities according to age and life topics. The musical concepts were analyzed in the goals, content, and evaluation of activities of playing a musical instrument. The analysis results show that rhythms and tones were the most in the goals of activities and in the content and evaluation of activities, respectively. As for musical attitudes in the goals and evaluation of activities, participation with a happy mind was the highest. As for activity materials, sound sources were used most other than musical instruments. As for teaching and learning methods, playing a musical instrument freely, playing in divided ensemble, and beating rhythms were the most among three-, four-, and five-year-olds, respectively.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론
