미국 개념적 접근법의 발전과정에 관한 역사적 고찰

A Historical Perspective on the Development of the Conceptual Approach in the United States

본 연구는 미국에서 ``개념적 접근법``의 발전과정을 역사적으로 추적 해 보고 음악 교육개선노력에 있어서 미국적인 특징을 고찰 하는데 목적이 있다. 미국에서 개념적 접근법은 1960년대에 MENC의 전문서적 발간과 MMCP 등 교육과정개발 프로젝트를 통해 소개되었으며, 1970년대-1980년대에는 심미적 음악교육철학과 융합되면서 빠르게 확산 되었고, 1990년대 이후에는 ``국가표준성취기준``에 비중 있게 반영되어 보다 확고하게 정착되었으며, 다른 한편 ``생성적 음악학습이론,`` ``음악적 이해를 위한 교수`` 이론을 통해 심화·발전되었다. ``개념적 접근법``이 미국에서 반세기 넘게 계승·발전될 수 있었던 데에는 MENC와 같은 음악교육전문단체의 활약, 학자들의 지속적인 이론개발노력, 교과서에 빠르게 획기적으로 반영시킨 점 등을 원동력으로 들 수 있다.

The purpose of this study was to trace a development history of the conceptual approach in the United States over half a century and to identify driving forces that led to its longevity. The conceptual approach was introduced and promoted as an innovative music education theory in the 1960s by the MENC and curriculum development projects(MMCP, HMCP). To these days, the impact of the conceptual approach remains profound. The major driving forces that led to its long-lasting and rapid- and wide-spread adoption over 50 years were as follows. Firstly, the MENC, as professional music education organization, played a crucial role in effecting curriculum changes through hook publications and advocacy for the National Standards. Secondly, another key driving force was American music educators` scholarly role in developing and providing solid theoretical foundations for the conceptual approach based upon contemporary educational ideas. Thirdly, music textbook series, which showed a rapid and revolutionary change after adopting the conceptual approach as organizational basis, served as effective teaching resources in implementing the conceptual approach.