중등학교 수업관찰을 통한 음악지식의 컨텍스트적 요소 분석

Analysis of Contextual Knowledge of Music through Observation on Lessons of Secondary Schools

The purpose of this study is to observe technically and concentratedly the contextual knowledge of music shown in lessons of secondary schools. As a result of the study, it is insufficient that the knowledge provided by musicology―knowledge of musical performance, text knowledge of music, and contextual knowledge of music― is integrated for application to teaching and learning activities. In most music lessons, only knowledge of musical performance and text knowledge of music are used in teaching and learning activities. Insufficiency in the lesson hours per week when compared to the academic contents presented by curriculum, textbooks centered on music activities, and the roles of music within school education may be considered to be the causes. Resultingly, it is true that most people consider that music lessons are for teaching songs, music education is education for emotions, and music is a subject of functionality. In this context, before identifying the standing of music subject, it is needed to recognize that music education cannot be successful because it is not probable to provide students with favorable understanding of music. One of the resolutions for such problem may be included in the conception of back to basic. It is necessary to freshly study what should be taught in music lessons, or the contents of teaching and learning. Then the various realms of musicology are observed and what results of research may be available in the field of music education should be explored. Finally, it is reasonable that the contents of music education for teaching and learning should be selected on the basis of the results of such efforts and be taught for students. Based on the conclusion, the author in this study proposes as follows. First, music education is provided of its major teaching and learning contents from musicology. Therefore, music teachers should be experts of their subject by taking an interest in the various and wide-ranged themes of researches on music presented by musicology. Second, it may be needed that teachers integrate and teach the three learning activities including knowledge of musical performance, text knowledge of music, and contextual knowledge of music by teaching in the lessons. Music is a performance. However, text knowledge of music and contextual knowledge of music always coexist according to music performance. Therefore, learning of music is completed only through the integration of the three learning activities.