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I. 서론 5
1. 연구의 필요성 및 목적 5
2. 연구의 방법 6
II. 본론 7
1. 지도 대상 학생 현황 7
2. 주별 지도 내용 7
1) 개인 지도 과정 7
① 오혜인(6학년) 7
② 조윤선(4학년) 14
2) 모둠 비교 연구 과정 22
1주-〈발성연습 공통〉안채현, 기루비, 최지원, 정윤희 22
2주 안채현, 기루비, 최지원, 정윤희 24
3주- 〈발성연습 공통〉안채현, 기루비, 최지원, 정윤희 26
4주 안채현, 기루비, 최지원, 정윤희 28
5주 안채현, 기루비, 최지원, 정윤희 30
6주 안채현, 기루비, 최지원, 정윤희 32
7주 안채현, 기루비, 최지원, 정윤희 34
8주 안채현, 기루비, 최지원, 정윤희 36
11주- 〈발성연습 공통〉기루비, 최지원, 정윤희 38
12주 안채현, 기루비, 최지원, 정윤희 40
13주 안채현, 기루비, 최지원, 정윤희 42
14주 안채현, 기루비, 최지원, 정윤희 44
15주 안채현, 기루비, 최지원, 정윤희 46
16주 안채현, 기루비, 최지원, 정윤희 48
3) 중창곡 50
III. 결론 54
참고문헌 57
Abstract 58
초록보기 더보기
Among core contents of music education, the focus of elementary music instruction must be to nurture the attitudes of students to enjoy and continue their interest in music, experience various musical activities and understand basic music theories. The comprehension and activity aspects must be integrated and students must be able to understand musical concepts and grow their creative thoughts and ability to express. Particularly, the proper vocal instruction is the utmost priority for front-line teachers.
Among various vocal activities of the 7th music and education curriculum, the various instruction methods as suggested in the first step for each grade such as "proper posture, breathing, accurate pronunciation and natural vocalization, etc" can provide students the confidence in singing.
As a method of study, I selected six to eight students in higher elementary grades with no previous vocal training to study their progress while giving vocal instruction for 16 weeks from November, 2007 to February, 2008.
8 to 9 songs were selected from the elementary 4 to 6th grade music text book to be sung followed by one on one individual vocal practice. Each student began at the same level but progressed according to individual improvements.
Vocalization methods were alternated and when students have made certain improvements, I examined the change in their vocal ranges. Moreover, vocal ensemble songs were taught to grow their harmonic sense.
As a result of such instruction methods, I was able to identify the problems in students' vocalization. At the end of 16 weeks, students gained confidence in singing, brighter facial expressions and wider vocal ranges.
Below is the progress each student made.
Oh, Hye-in : She seemed to adopt better from the 6th week. She showed interest in the vocal exercises and singing with a positive attitude toward lessons.
Cho, Yoon-sun : As a result of the lessens, she gained confidence with louder singing voice and accurate lyrics.
Ahn, Chae-hyun : She had difficulty in concentrating during lessons and I had trouble teaching this student. However, by the end of the 16u week, she was able to learn several vocalization methods.
Gi, Ru-bi : As the result of lessons, the confidence brightened her face and she was able to sing in louder voice. During the vocal practice, she had a positive attitude in correcting herself as soon as she realized her faults. By the end of 16th week, she was able to sing up to the note "g".
Choi, Ji-won : With an outgoing characteristic, she showed proactive attitude toward lessons from the very first lesson. She showed calm and serious attitude during vocal practices but there was no particular changes.
Jung, Yun-hee : This student possesses wider vocal ranges than other students. As a result of diligent practices, she was able to sound up to b"b note by the end of 16th week.
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