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I. 서론 7

1. 연구의 필요성과 목적 7

2. 연구의 내용과 방법 9

II. 2009 개정 음악과 교육과정 10

1. 중학교 목표 10

2. 내용 체계 및 성취 기준 11

III. 2009 개정 교육과정에 따른 중학교 음악교과서의 한국음악사 내용 13

1. 중학교 음악교과서 개관 13

2. 한국음악사 수록 내용의 제시 방법 14

3. 교과서별 한국음악사 수록 내용 16

(1) 경기도교육청 16

(2) 교학사A 18

(3) 교학사B 22

(4) 금성출판사 24

(5) 도서출판태성 27

(6) 두산동아 29

(7) 미래엔 32

(8) 박영사 35

(9) 비상교육 40

(10) 성안당 43

(11) 세광음악출판사 47

(12) 아침나라 49

(13) 와이비엠 51

(14) 음악과생활 53

(15) 지학사 56

(16) 천재교과서 60

(17) 천재교육 62

(18) 현대음악 66

IV. 중학교 음악교과서에 수록된 한국음악사 내용 비교 분석 69

1. 단원구분별 비교 분석 69

2. 연계활동별 비교 분석 70

3. 서술방식별 비교 분석 72

4. 시대 및 연대별 비교 분석 73

(1) 시대별 비교 분석 75

(2) 연대별 비교 분석 76

5. 수록 내용별 비교 분석 78

6. 시각 자료별 비교 분석 82

V. 결론 및 제언 86

참고문헌 89

ABSTRACT 91

표목차

〈표 1〉 2009 개정 음악과 교육과정의 내용 체계 및 성취 기준 11

〈표 2〉 2009 개정 교육과정에 따른 중학교 음악교과서 개관 13

〈표 3〉 2009 개정 교육과정의 내용 체계 및 성취 기준 제시 방법 15

〈표 4〉 경기도교육청의 한국음악사 수록 내용 16

〈표 5〉 교학사A의 한국음악사 수록 내용 18

〈표 6〉 교학사B의 한국음악사 수록 내용 22

〈표 7〉 금성출판사의 한국음악사 수록 내용 24

〈표 8〉 도서출판태성의 한국음악사 수록 내용 27

〈표 9〉 두산동아의 한국음악사 수록 내용 29

〈표 10〉 미래엔의 한국음악사 수록 내용 32

〈표 11〉 박영사의 한국음악사 수록 내용 35

〈표 12〉 비상교육의 한국음악사 수록 내용 40

〈표 13〉 성안당의 한국음악사 수록 내용 43

〈표 14〉 세광음악출판사의 한국음악사 수록 내용 47

〈표 15〉 아침나라의 한국음악사 수록 내용 49

〈표 16〉 와이비엠의 한국음악사 수록 내용 51

〈표 17〉 음악과생활의 한국음악사 수록 내용 53

〈표 18〉 지학사의 한국음악사 수록 내용 56

〈표 19〉 천재교과서의 한국음악사 수록 내용 60

〈표 20〉 천재교육의 한국음악사 수록 내용 62

〈표 21〉 현대음악의 한국음악사 수록 내용 66

〈표 22〉 18종 음악교과서의 단원구분별 비교 분석 69

〈표 23〉 18종 음악교과서의 연계활동별 비교 분석 70

〈표 24〉 18종 음악교과서의 서술방식별 비교 분석 72

〈표 25〉 18종 음악교과서의 시대 명칭 및 연대별 비교 분석 73

〈표 26〉 18종 음악교과서의 수록 내용별 비교 분석 78

〈표 27〉 18종 음악교과서의 시각 자료별 비교 분석 82

초록보기

 Korean music history is very important as a medium to suggest the direction of Korean traditional music education and accept various cultural area music with more wide sight. Therefore, learning of Korean traditional music should be the basis of all Korean traditional music study, through this, it is necessary to understand Korean traditional music rightly and recognize the value. For efficient Korean traditional music education, it is necessary to be directly helpful by systematically composing Korean music history part of music textbook, which is the standard of study.

Analysis result of Korean music history related content in 18 middle school music textbooks according to 2009 revised music curriculum and suggestions based on it are as follows.

First, as the analysis result of unit division, textbook which included Korean music history in the appreciation unit of appeared 9 textbooks(50%), which was the most, that was easy to connect with appreciation area. On the other hand, in case of assigning Korean music history to the integrated unit, instead of appreciation unit, it was required to search for the related part from the textbook in order to connect Korean music history to other activity of Korean traditional music. Therefore, it is necessary to enable more easy study, not just simply explaining by assigning Korean music history part to Korean traditional music related unit.

Second, as the analysis result of connected activity, appreciation area appeared the most in connected activity with Korean music history. 17 textbooks(94.4%) among 18 textbooks included appreciation activity, among them, 16 kinds(88.9%) of textbooks suggested along with comprehension activity. And 12 textbooks(66.7%) that suggested the activity of recognizing the value of our music followed after it. The connected activity that was included the least was participating in cultural event among way of life area. For more effective learning, it is necessary to suggest connected activity as singing·instrument·creation among expression areas and participating in cultural event among way of life area, not leaning to a few connected activities.

Third, as the analysis result of description method, descriptive form appeared in 14 textbooks(77.8%), the most, 5 textbooks(27.8%) suggested along with chronology. 3 textbooks explained Korean music history with cartoon, which caused interest and intended to approach easily. However, 2 textbooks among them included more descriptive sentences of content rather than descriptive form, accordingly, couldn't save the advantage of cartoon. It is necessary to explain Korean music history in descriptive form, however include not too much content in the level for the learners to understand by themselves, and give help to quickly understand the stream of period by suggesting chronology.

Fourth, as the period analysis result, number and name of period division showed difference. Number of period division appeared various from 3 to 8, however, 1 textbook divided into 3 periods, 4 textbooks divided into 8 periods. Among them, the most of them, 7 textbooks, divided into 6 periods. Name of period showed difference in the method of naming three Kingdoms period, Unified Silla period, and modern times. If coinciding within music textbook by referring to period division and naming utilized in history textbook, it will be helpful for connected study among subjects.

As the analysis result of period, textbooks were divided into those that wrote period and did not, also, showed difference in starting point and terminating point. For more accurate learning, it is necessary to write era and period in parallel, and coincide starting point and terminating point per textbook in order not to cause confusion even when referring to other textbook.

Fifth, as the textbook content analysis result, there might be difference in the content and the quantity, however common content coincided in a certain degree. Three textbooks included Gaya, two textbooks included Balhae. History of Gaya and Balhae is relatively short and has little record thereof compared to other period, however it is necessary to include them, since they are also our history, and it is necessary to enable learning through continuous research.

Sixth, as the visual material analysis result, this research suggested visual material more than one chapter in 17 textbooks. Three textbooks which explained Korean music history through cartoon mostly suggested with picture, however many of them did not write the name. It cannot say that unconditionally much data would be good, however it is necessary to help understanding of Korean music history that can be difficult, by suggesting visual material related to the content. Also, it is necessary to enable the learners to understand by themselves by writing name on each visual material.

This research suggested which method is efficient along with each item, by investigating Korean music history in music textbook. The researcher expects this research can be directly helpful to establish direction of Korean music history study by considering this point and to efficiently reconstitute textbook and prepare foundation for more efficient learning.

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