初等敎員 任用考査의 音樂實技 評價 改善方案 硏究

An Evaluation and Proposals of Modification of Exam for Elementary Teachers

The current Bxam for Elementary Teachers was installed in 1991 to favor teachers who graduated from national education institutes and teachers universities which was declared unconstitutional to the rights of all teachers. This new system implemented in 1991 brought on much concern to the graduates of educational institutes along with the elementary teachers already in schools for the reason that teaching on the elementary level carries very special characteristics. Being that the form of education received from an institute specializing in elementary level education, which is different from an ordinary university which breeds industrial careers and leaders are unique in its teaching methods these graduates cannot easily switch careers after leaving the schools. Also much criticism has been abound in seminars and academic meetings about its problems and needed changes as well. The evaluation system for applied (practical) music are discourse and interview, but often interview and applied music evaluation are held in the same manner with art and physical education. Although its classification may be the same with art and physical education the scoring system for applied music has problems in the way a candidate is evaluated, the biggest being the exclusion of traditional music. When it is said that one of the most important skills for and elementary educator 10 have is applied skills, one must have equal skills in both Korean and Western music. With this problem in mind a paper was presented 10 the National Center for Korean Traditional Performing Arts in June of 1994 regarding the improvement plan for the education of Korean traditional music to elementary and junior level schools. Its summary is as follows. First, applied music exams must not be passed off behind an interview as it is done now but be treated as a separate entity. If the system should remain the way it is, it would be no better than making formal claims of a real evaluation. Also, the scope, content, and method of the exams should be announced and available in writing at least 6 months in advance for the examinees to prepare properly. Second, in order to keep to the highest quality that should be expected of the education universities, the subject of practical music evaluation must not on.ly be of the organ but include sight reading and singing along with the evaluation of the most widely used instrument in the classrooms the recorder. And most importantly the ability to play changgo and tanso along with the knowledge of other Korean instruments must be included in the exams. As the piano is a necessity in Western music education. Last, to keep a fair system of assessment by the evaluators, guidelines should be set forth and made public beforehand and readily avaliable. Changgo which underlies all traditional music is a must and as the tanso is a very easily potable instrument, it is a good practical instrument for education purposes. Third, in the actual assessment of an individual, there is the problem of physical time, whereupon there isn t really enough time to evaluate all of the above qualities in a candidate. In order to solve this problem, although it may not be wise or reasonable to assess all the above qualities, it is still important to equally test both the traditional and Western music skills as explained above. So, evaluation should include the resting of the organ and tanso skills and to leave changgo recorder and sight reading/singing as a choice subject. The choice subject can bo left for the city s educational board to choose one subject each year as the additional subject of evaluation. Fourth, the scope of the test should be narrow as it currently is, befitting that of the elementary level. Already it would be a full task to learn tanso, changgo, recorder, organ and such.