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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Indigenous folk songs convey rhythmic and linguistic features unique to its region and have served as an outlet for personal expression as well as for community cohesion.
Therefore, it is very important for communities and its young students, in particular, to learn about traditional folk songs so that they appreciate the value of local music culture and feel proud of their local heritage.
However, a vast majority of folk songs have been lost in the process of rapid modernization and only a few folk songs that are designated as cultural treasures by central and local governments are barely surviving, let alone thriving.
Based on this reality, this study aims to tatus of school-based local folk song education and further propose a better educational model by examining successful examples.
This investigation focused on three cases: “Jungsun Arirang” of Jungsun area and “Ganggang Soollae” of Jindo and Haenaam area respectively. All three of them are registered cultural treasures and currently taught at the local elementary schools. The two-part investigation included interviews with people who were involved in the educational efforts and surveys with students who were participating in the local folk song education program.
In case of “Jungsun Arirang,” a curriculum created by Jungsun municipal government and Jungsun Arirang Conservation Committee (a civil organization dedicated to the conversation of Jungsun Arirang) has been implemented in local schools on a regular basis, which was also supported by the local educational board and community. Students who were participating the program exhibited a strong interest and pride in Jungsun Arirang.
“Ganggang Soollae” in Haenaam area, on the other hand, had been integrated into the regular curriculum in the local schools, with the help of Haenaam Culture Center, only for a short period of time and then soon stopped being taught. Compared with the case of Jungsun Arirang in which systematic education on the local folk song has been carried out under the collaboration of various civil organizations and government agencies, there was also a marked lack of recognition, interest, and pride on the part of students.
The third case, “Ganggang Soollae” in Jindo area, was found to be better than the second. Jindo municipal government was financing Jindo Educational Board’s school-based folk music education that included Ganggang Soollae, which enabled Jindo Educational Board to run after-school folk music education programs. With these policy supports, Jindo Ganggang Soollae Conservation Committee is implementing the curriculum.
Based on the observations summarized above, the following guidelines for a successful regional folk song education are developed:
First, local folk song conservation committees have to seek out communication with local governments and educational boards actively to establish a foundation for successful folk song education. Second, local educational boards need to create and implement a policy that facilitates and secures folk song education in local schools.
Third, local governments have to propose an educational program and encourage the participation of local folk song conservation committee and educational boards in program, beyond merely responding to their demands.
Fourth, local schools have to provide opportunities for students to utilize the contents of the folk song education program in various school activities.
Fifth, local communities can make the educational programs more effective by inviting students to perform what they have learned from the folk song education program in local community events.
Sixth, educators have to come up with a plan to continue folk song education programs from primary education settings, where it is relatively active, into secondary and post-secondary education.
At the end, folk songs indigenous to local communities will only be successfully transmitted to the next generations through school-based programs sustained under close collaborations among local schools, conservation committees, educational boards, and governments.
Therefore, it is very important for communities and its young students, in particular, to learn about traditional folk songs so that they appreciate the value of local music culture and feel proud of their local heritage.
However, a vast majority of folk songs have been lost in the process of rapid modernization and only a few folk songs that are designated as cultural treasures by central and local governments are barely surviving, let alone thriving.
Based on this reality, this study aims to tatus of school-based local folk song education and further propose a better educational model by examining successful examples.
This investigation focused on three cases: “Jungsun Arirang” of Jungsun area and “Ganggang Soollae” of Jindo and Haenaam area respectively. All three of them are registered cultural treasures and currently taught at the local elementary schools. The two-part investigation included interviews with people who were involved in the educational efforts and surveys with students who were participating in the local folk song education program.
In case of “Jungsun Arirang,” a curriculum created by Jungsun municipal government and Jungsun Arirang Conservation Committee (a civil organization dedicated to the conversation of Jungsun Arirang) has been implemented in local schools on a regular basis, which was also supported by the local educational board and community. Students who were participating the program exhibited a strong interest and pride in Jungsun Arirang.
“Ganggang Soollae” in Haenaam area, on the other hand, had been integrated into the regular curriculum in the local schools, with the help of Haenaam Culture Center, only for a short period of time and then soon stopped being taught. Compared with the case of Jungsun Arirang in which systematic education on the local folk song has been carried out under the collaboration of various civil organizations and government agencies, there was also a marked lack of recognition, interest, and pride on the part of students.
The third case, “Ganggang Soollae” in Jindo area, was found to be better than the second. Jindo municipal government was financing Jindo Educational Board’s school-based folk music education that included Ganggang Soollae, which enabled Jindo Educational Board to run after-school folk music education programs. With these policy supports, Jindo Ganggang Soollae Conservation Committee is implementing the curriculum.
Based on the observations summarized above, the following guidelines for a successful regional folk song education are developed:
First, local folk song conservation committees have to seek out communication with local governments and educational boards actively to establish a foundation for successful folk song education. Second, local educational boards need to create and implement a policy that facilitates and secures folk song education in local schools.
Third, local governments have to propose an educational program and encourage the participation of local folk song conservation committee and educational boards in program, beyond merely responding to their demands.
Fourth, local schools have to provide opportunities for students to utilize the contents of the folk song education program in various school activities.
Fifth, local communities can make the educational programs more effective by inviting students to perform what they have learned from the folk song education program in local community events.
Sixth, educators have to come up with a plan to continue folk song education programs from primary education settings, where it is relatively active, into secondary and post-secondary education.
At the end, folk songs indigenous to local communities will only be successfully transmitted to the next generations through school-based programs sustained under close collaborations among local schools, conservation committees, educational boards, and governments.
목차
Ⅰ. 서론
Ⅱ. 향토민요 무형문화재 전수교육 현황
Ⅲ. 향토민요 무형문화재의 학교전수교육실태
Ⅳ. 향토민요 전수교육 실태 비교 고찰
Ⅴ. 결론
〈참고문헌〉
참고문헌 (26)
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