유아교사의 ‘음악하기’ 실행과정 탐색

Exploration of the Implementation Process of “Musicing” by Early Childhood Teachers

본 연구는 유아교사의 ‘음악하기’ 실행과정 탐색을 통해 유아교사가 행하는 ‘음악하기’의 내용과 방법, 그리고 음악하기 실행과정에서 경험하는 유아의 변화 및 음악하기가 지니는 유아교육에서의 교육적 의미를 알아보는데 목적이 있다. 이를 위해 유아교사 5명을 대상으로 집합적 사례연구를 수행하였다. 구체적 연구방법으로는 참여관찰과 인터뷰, 그리고 교사 저널쓰기 및 구체적인 활동영상 및 사진자료 등을 수집하였다. 수집된 자료는 항시적 비교분석 방법을 통하여 분석하였다. 연구결과, 첫째, 음악하기의 내용과 방법은 음악활동 내용과 방법의 확장, 모든 사물과 상황을 음악활동으로 연계하고 통합하려는 습관의 형성 및 교수방법의 변화, 그리고 음악교수법 관련 지식과 실제의 적용을 위한 노력이었다. 둘째, 유아교사가 음악하기 실행과정에서 경험하는 유아의 변화는 ‘유아! 본능적으로 탁월한 음악가’, ‘유아모두가 음악의 주체가 되는 음악활동’, ‘교사에게 다가와 적극적인 관계를 맺는 아이들’ 이었으며 셋째, 음악하기가 지니는 유아교육에서의 교육적 의미는 ‘유아교육 과정의 통합을 위한 중요한 통로로서의 음악하기’,‘ 항상 음악표현을 즐기는 아이들의 교실’, ‘음악활동에서 교사 역할의 중요성 인식’, 그리고 ‘유아와 교사가 함께 성장하기’로 나타났다. 본 연구를 통해 ‘음악하기’가 유아의 음악능력 발달 뿐 아니라 의미 있는 유아교육의 한 축으로서 그 역할을 할 수 있음을 알 수 있었다.

The purpose of this study was to examine the implementation process of “musicing” among early childhood teachers in an effort to shed light on the content and method of their “musicing,” the changes of preschoolers experienced by them during the process and the educational significance of musicing in early childhood education. A collective case study was conducted after five early childhood teachers were selected. As for the method of the study, participant observation and interview were carried out, and the teachers were asked to keep a journal. Besides, activity footages and photograph materials were gathered. The collected data were analyzed by making a constant comparison analysis. The findings of the study were as follows: First, concerning the content and method of musicing, music activities that they conducted were extended in terms of both content and method, and a habit to attempt linking everything and every situation with music activities and integrating them was formed. There was a change in their teaching methods, and they made efforts to apply knowledge of music teaching methods. Second, the change of the preschoolers that the early childhood teachers experienced during the process of musicing were categorized into three: Young children who are outstanding musicians by instinct! Music activities in which every preschooler takes the initiative, and young children who actively get closer to their teachers to engage with them. Third, regarding the educational significance of musicing in early childhood education, musicing was a crucial channel to integrate early childhood curriculums. It created a classroom where the children enjoyed making musical expressions all the time, and it raised awareness of the importance of teacher roles in music activities. Finally, it accelerated the co-growth of the young children and the teachers. The findings of the study suggest that “musicing” could not only contribute to the development of young children’s music ability but be instrumental to early childhood education as an axis of it.