발달장애학생 음악교육의 실제(숫자악보와 숫자지휘를 적용한)
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대부분의 사람들이 음악에 비교적 쉽게 접근할 수 있는 것과 달리 인지적 능력에 심각한 제한성이 있어서 악보를 읽고 악보에 따른 지휘자의 지휘에 따라서는 음악에 다가가는 데 어려움이 있는 ‘발달장애학생’들이 우리 주변에 있다. 이러한 학생들이 좀 더 쉽게 음악의 세계에 들어올 수 있도록 하기 위해 ‘숫자악보’와 ‘숫자지휘’를 적용하여 학생들이 음악에 스스로 참여하여 즐길 수 있도록 가르친 한 교사가 있다. 특수학교 학교 현장에서 20여 년간 발달장애학생을 위한 음악교육으로 헌신해온 한 교사의 음악교수법이 여기 한 권의 책, ‘숫자악보와 숫자지휘를 적용한 발달장애학생 음악교육의 실제’란 이름으로 엮어졌다.
‘아름다운 음악’이 우리 모두의 삶을 안정되고 풍요롭게 한다는 것은 누구에게나 공통적으로 주어지는 기회라고 막연히 생각한다. 그러나 그 음악에의 당연한 접근성에 쉽게 가까이 갈 수 없었던 많은 발달장애학생들에게 어떻게 하면 음악을 친밀히 즐겁게 느끼게 할 수 있을까, 나아가 한 악기를 연주하게 할 수 있을까를 생각하는 많은 현장 음악교사, 다양한 악기 연주자, 특수교사와 일반교사, 지역사회 다양한 기관의 특수교육요구 학습자들의 강사들 그리고 발달장애 자녀를 둔 부모들에게 이 책은 많은 비밀스런 지식과 정보와 경험을 나누어준다. 이 책의 주요 내용은 발달장애학생과 음악, 앙클룽, 숫자악보, 숫자지휘 그리고 홀트학교 예그리나 오케스트라 이야기를 포함한다.
현재 일반학교나 특수학교에 재학 중인 유치원부터 초등학교, 중ㆍ고등학생들의 교육과정의 일부분인 ‘음악교육’ 시간과 방과후 ‘악기교육’ 프로그램, 지역사회 다양한 기관의 음악교육, 합창단 및 오케스트라단의 악기연주 교육을 위해 이 책은 아주 요긴한 참고 서적이 될 수 있다. 발달장애학생이나 성인을 위한 다양한 교육과정 영역의 지침서들이 있지만 음악 영역에 대한 참고서적은 아주 부족한 상황에서 이 책은 여러 사람들에게 유익한 ‘음악교육 지침서’ 역할을 해내리라고 기대한다.
이 책은 유아기부터 성인기까지 특수교육요구를 가진 다양한 학습자들이 아름다운 음악을 통하여 자신을 더욱 사랑하게 되며 자신의 취미와 특기를 발견해 나가고, 음악을 통해 가족과 이웃과의 연대를 견고히 다지며 주변에서 친구와 다른 지인들을 사귀어 더욱 든든한 사회적 지원망 내에서 행복한 삶을 가꾸어가는 것을 지원할 수 있다. 무엇보다 이 책에 나오는 교수법들은 발달장애학생들이 교사나 악기 연주자의 구어적 교수에 단순히 따라서 간단한 음악만을 즐길 수 있었던 것에서 한 걸음 더 전진하여 한 단계 더 품위 있는 음악들을 학생 ‘스스로’ 악보를 보고 연주를 하면서, 다른 악기 연주자들의 음에 귀를 기울이고 화합할 줄 알게 되어 최고의 아름다운 ‘오케스트라 음악’을 탄생시키는 성과를 가능케 하였다.
‘아름다운 음악’이 우리 모두의 삶을 안정되고 풍요롭게 한다는 것은 누구에게나 공통적으로 주어지는 기회라고 막연히 생각한다. 그러나 그 음악에의 당연한 접근성에 쉽게 가까이 갈 수 없었던 많은 발달장애학생들에게 어떻게 하면 음악을 친밀히 즐겁게 느끼게 할 수 있을까, 나아가 한 악기를 연주하게 할 수 있을까를 생각하는 많은 현장 음악교사, 다양한 악기 연주자, 특수교사와 일반교사, 지역사회 다양한 기관의 특수교육요구 학습자들의 강사들 그리고 발달장애 자녀를 둔 부모들에게 이 책은 많은 비밀스런 지식과 정보와 경험을 나누어준다. 이 책의 주요 내용은 발달장애학생과 음악, 앙클룽, 숫자악보, 숫자지휘 그리고 홀트학교 예그리나 오케스트라 이야기를 포함한다.
현재 일반학교나 특수학교에 재학 중인 유치원부터 초등학교, 중ㆍ고등학생들의 교육과정의 일부분인 ‘음악교육’ 시간과 방과후 ‘악기교육’ 프로그램, 지역사회 다양한 기관의 음악교육, 합창단 및 오케스트라단의 악기연주 교육을 위해 이 책은 아주 요긴한 참고 서적이 될 수 있다. 발달장애학생이나 성인을 위한 다양한 교육과정 영역의 지침서들이 있지만 음악 영역에 대한 참고서적은 아주 부족한 상황에서 이 책은 여러 사람들에게 유익한 ‘음악교육 지침서’ 역할을 해내리라고 기대한다.
이 책은 유아기부터 성인기까지 특수교육요구를 가진 다양한 학습자들이 아름다운 음악을 통하여 자신을 더욱 사랑하게 되며 자신의 취미와 특기를 발견해 나가고, 음악을 통해 가족과 이웃과의 연대를 견고히 다지며 주변에서 친구와 다른 지인들을 사귀어 더욱 든든한 사회적 지원망 내에서 행복한 삶을 가꾸어가는 것을 지원할 수 있다. 무엇보다 이 책에 나오는 교수법들은 발달장애학생들이 교사나 악기 연주자의 구어적 교수에 단순히 따라서 간단한 음악만을 즐길 수 있었던 것에서 한 걸음 더 전진하여 한 단계 더 품위 있는 음악들을 학생 ‘스스로’ 악보를 보고 연주를 하면서, 다른 악기 연주자들의 음에 귀를 기울이고 화합할 줄 알게 되어 최고의 아름다운 ‘오케스트라 음악’을 탄생시키는 성과를 가능케 하였다.
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추천의 글 - 박승희 교수 ························································································2
여는 글 ·················································································································4
격려 글 - 정성진 목사 ···························································································6
격려 글 - 정시몬 관장 ···························································································7
격려 글 - 김정리 교수 ···························································································8
제1장 발달장애학생과 음악 ····················································································13
1. 발달장애학생에 대한 음악적 신념 ·······································································15
1) 음악에는 장애(障?)가 없다. ··············································································15
2) 좋은 음악은 좋은 음식과 같다. ···········································································18
3) '함께'하는 오케스트라는 음악을 넘어선 삶이다. ···················································21
4) 노래할 수 있는 선율은 악기로 연주할 수 있다. ···················································24
5) 음정(interval)을 뛰어넘는 감정(emotion)표현에 강하다. ········································25
6) 무대에서 놀면서(playing) 성장한다(growing). ······················································26
7) '함께 노래 부르기'는 즐거운 언어치료방법이다. ···················································27
8) 찬양은 영혼을 살리는 천상의 음악이다. ······························································28
9) 숫자악보와 숫자지휘로 음악을 쉽게 만들 수 있다. ···············································29
10) 사랑하면 누구라도 가능하다. ···········································································30
2. 발달장애학생 음악수업 이야기 ············································································31
1) 돌아다니면서 들어도 괜찮아 ··············································································31
2) 노래하면 기분이 좋아 ························································································32
3) 재미있는 소리 만들기 해 볼래? ·········································································33
4) 지휘, 어렵지 않아 ·····························································································34
제2장 앙클룽 ·······································································································35
1. 앙클룽으로 세상과 소통하다 ···············································································35
2. 앙클룽 소개 ·····································································································43
3. 효과적인 앙클룽 지도를 위한 제언 ·····································································46
4. 발달장애학생 음악교육에 있어서 앙클룽의 유용성 ················································47
5. 연주곡이 들려주는 앙클룽 이야기 ·······································································48
6. 앙클룽 수업 지도안 ··························································································55
제3장 숫자악보 ····································································································63
1. 숫자악보 개발배경 ····························································································65
2. 숫자악보로 오케스트라 악기에 다가가다 ······························································66
3. 숫자악보의 종류 ·······························································································68
4. 숫자악보의 보급 ·······························································································83
5. 숫자악보의 효과 ·······························································································84
제4장 숫자지휘 ····································································································93
1. 숫자지휘법을 만들게 된 배경 ·············································································97
2. 에스더 숫자지휘(특허출원, 2017) ·······································································97
1) 에스더 숫자손기호 ···························································································98
2) 숫자지휘의 기본원리(앙클룽) ··············································································98
(1) 단음 숫자지휘 ································································································98
(2) 화음 숫자지휘 ·······························································································100
3) 현악기 숫자지휘 ·····························································································103
(1) 개방현 숫자지휘 ····························································································104
(2) 운지 숫자지휘 ·······························································································109
(3) 현악기에서의 운지 숫자지휘법 탄생 ································································114
4) 관악기/선율타악기/국악기 숫자지휘 ···································································121
(1) 플루트 숫자지휘 ·····························································································121
(2) 선율타악기 숫자지휘 ······················································································123
(3) 가야금 숫자지휘 ·····························································································124
3. 숫자악보와 숫자지휘를 적용한 바이올린 수업지도안 ············································127
제5장 홀트학교 예그리나 오케스트라 이야기 ··························································175
ㆍ 숫자악보의 효과(홀트학교 교장 김봉환) ·······························································175
ㆍ 숫자악보와 숫자지휘가 우리 학생들에게 어떤 효과가 있는가ㆍ(홀트학교 교감 김정민) ····176
ㆍ 숫자지휘는 손가락 마술지팡이(홀트학교 교사 조연우) ···········································177
ㆍ 음악과 친구들...(홀트학교 교사 김현미) ·······························································179
ㆍ 예그리나 음악기차 타고 여행을 떠나요∼(홀트학교 교사 김해리) ····························188
ㆍ 예그리나-악기(바이올린)와 만나기(소리와 악보, 숫자)(안곡고 교사 최은주) ·············190
ㆍ 음악이 흐르는 행복한 학교(재능기부/예술강사 고현경) ··········································193
ㆍ 우리의 소리를 만들어내는 예그리나(일산유스오케스트라 대표 민청옥) ·····················196
ㆍ 봉사로 만나 감동으로 이어가는 예그리나(재능기부/예술강사 이한나) ······················196
ㆍ 홀트학교에서의 음악수업(한국문화예술교육진흥원 예술강사 박희경) ·······················198
ㆍ 혁이 오케스트라(학부모 이은경) ··········································································199
ㆍ 지훈이 이야기(학부모 최윤이) ·············································································202
ㆍ 승현이가 음악의 세계로(학부모 박은정) ······························································203
ㆍ 나를 키운 예그리나(김진실, 졸업생, 클라리넷) ·····················································206
방송/보도자료 ····································································································207
예그리나가 걸어온 길 ··························································································232
부 록 ·················································································································241
사례연구 ·············································································································241
Ⅰ. 서론 ············································································································241
Ⅱ. 연구방법 ······································································································246
Ⅲ. 연구결과 및 해석 ··························································································256
Ⅳ. 결론 및 제언 ·································································································265
숫자악보 1 ········································································································273
숫자악보 2 ········································································································361
여는 글 ·················································································································4
격려 글 - 정성진 목사 ···························································································6
격려 글 - 정시몬 관장 ···························································································7
격려 글 - 김정리 교수 ···························································································8
제1장 발달장애학생과 음악 ····················································································13
1. 발달장애학생에 대한 음악적 신념 ·······································································15
1) 음악에는 장애(障?)가 없다. ··············································································15
2) 좋은 음악은 좋은 음식과 같다. ···········································································18
3) '함께'하는 오케스트라는 음악을 넘어선 삶이다. ···················································21
4) 노래할 수 있는 선율은 악기로 연주할 수 있다. ···················································24
5) 음정(interval)을 뛰어넘는 감정(emotion)표현에 강하다. ········································25
6) 무대에서 놀면서(playing) 성장한다(growing). ······················································26
7) '함께 노래 부르기'는 즐거운 언어치료방법이다. ···················································27
8) 찬양은 영혼을 살리는 천상의 음악이다. ······························································28
9) 숫자악보와 숫자지휘로 음악을 쉽게 만들 수 있다. ···············································29
10) 사랑하면 누구라도 가능하다. ···········································································30
2. 발달장애학생 음악수업 이야기 ············································································31
1) 돌아다니면서 들어도 괜찮아 ··············································································31
2) 노래하면 기분이 좋아 ························································································32
3) 재미있는 소리 만들기 해 볼래? ·········································································33
4) 지휘, 어렵지 않아 ·····························································································34
제2장 앙클룽 ·······································································································35
1. 앙클룽으로 세상과 소통하다 ···············································································35
2. 앙클룽 소개 ·····································································································43
3. 효과적인 앙클룽 지도를 위한 제언 ·····································································46
4. 발달장애학생 음악교육에 있어서 앙클룽의 유용성 ················································47
5. 연주곡이 들려주는 앙클룽 이야기 ·······································································48
6. 앙클룽 수업 지도안 ··························································································55
제3장 숫자악보 ····································································································63
1. 숫자악보 개발배경 ····························································································65
2. 숫자악보로 오케스트라 악기에 다가가다 ······························································66
3. 숫자악보의 종류 ·······························································································68
4. 숫자악보의 보급 ·······························································································83
5. 숫자악보의 효과 ·······························································································84
제4장 숫자지휘 ····································································································93
1. 숫자지휘법을 만들게 된 배경 ·············································································97
2. 에스더 숫자지휘(특허출원, 2017) ·······································································97
1) 에스더 숫자손기호 ···························································································98
2) 숫자지휘의 기본원리(앙클룽) ··············································································98
(1) 단음 숫자지휘 ································································································98
(2) 화음 숫자지휘 ·······························································································100
3) 현악기 숫자지휘 ·····························································································103
(1) 개방현 숫자지휘 ····························································································104
(2) 운지 숫자지휘 ·······························································································109
(3) 현악기에서의 운지 숫자지휘법 탄생 ································································114
4) 관악기/선율타악기/국악기 숫자지휘 ···································································121
(1) 플루트 숫자지휘 ·····························································································121
(2) 선율타악기 숫자지휘 ······················································································123
(3) 가야금 숫자지휘 ·····························································································124
3. 숫자악보와 숫자지휘를 적용한 바이올린 수업지도안 ············································127
제5장 홀트학교 예그리나 오케스트라 이야기 ··························································175
ㆍ 숫자악보의 효과(홀트학교 교장 김봉환) ·······························································175
ㆍ 숫자악보와 숫자지휘가 우리 학생들에게 어떤 효과가 있는가ㆍ(홀트학교 교감 김정민) ····176
ㆍ 숫자지휘는 손가락 마술지팡이(홀트학교 교사 조연우) ···········································177
ㆍ 음악과 친구들...(홀트학교 교사 김현미) ·······························································179
ㆍ 예그리나 음악기차 타고 여행을 떠나요∼(홀트학교 교사 김해리) ····························188
ㆍ 예그리나-악기(바이올린)와 만나기(소리와 악보, 숫자)(안곡고 교사 최은주) ·············190
ㆍ 음악이 흐르는 행복한 학교(재능기부/예술강사 고현경) ··········································193
ㆍ 우리의 소리를 만들어내는 예그리나(일산유스오케스트라 대표 민청옥) ·····················196
ㆍ 봉사로 만나 감동으로 이어가는 예그리나(재능기부/예술강사 이한나) ······················196
ㆍ 홀트학교에서의 음악수업(한국문화예술교육진흥원 예술강사 박희경) ·······················198
ㆍ 혁이 오케스트라(학부모 이은경) ··········································································199
ㆍ 지훈이 이야기(학부모 최윤이) ·············································································202
ㆍ 승현이가 음악의 세계로(학부모 박은정) ······························································203
ㆍ 나를 키운 예그리나(김진실, 졸업생, 클라리넷) ·····················································206
방송/보도자료 ····································································································207
예그리나가 걸어온 길 ··························································································232
부 록 ·················································································································241
사례연구 ·············································································································241
Ⅰ. 서론 ············································································································241
Ⅱ. 연구방법 ······································································································246
Ⅲ. 연구결과 및 해석 ··························································································256
Ⅳ. 결론 및 제언 ·································································································265
숫자악보 1 ········································································································273
숫자악보 2 ········································································································361
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이화여대 특수교육과 졸업 직후, 좋아하는 음악을 배우기 위해 모스크바로 떠났다. 6개월간 그네신 음대 교수에게 피아노 레슨을 받던 중 무리한 연습으로 오른쪽 어깨 인대가 파열되어 귀국했다. 그 후, 홀트학교 학생들과의 만남을 운명으로 받아들여 16년간 유ㆍ초ㆍ중ㆍ고 담임 및 합창반을 지도하다가 2008년 앙클룽반을 시작하게 되었다. 앙클룽을 가르치며 학생들을 위한 숫자악보와 숫자지휘를 만들어 적용하면서 발달장애학생을 위한 독창적인 음악지도법을 개발하게 되었다. 이렇게 시작한 숫자악보와 숫자지휘를 관ㆍ현악기에 적용하여 발달장애학생들이 보다 쉽게 악기를 배울 수 있도록 힘썼다. 기존의 표준오케스트라에 앙클룽을 더한 오케스트라의 형태로 중도ㆍ중복장애학생들도 음악을 함께 만들 수 있는 특별한 오케스트라가 홀트학교에서 시작되었다. 발달장애학생들과 함께 음악을 만드는 일을 천직으로 알고 감사하며 오늘도 학생들과 음악이 주는 즐거움을 향유하고 있다.
- 2012 홀트학교 예그리나 오케스트라 창단
- 2013 특수교육 국정교과용 도서집필(초등 3~4학년 음악교과서)
- 2015 개정교육과정 음악과 시안 연구진올해의 스승상 수상
- 2017 기본교육과정 고등학교 음악교과서 집필광성 사랑혜 오케스트라 창단'에스더 숫자지휘' 특허출원
- 2018 자랑스런 특수교육인상 수상
- 2012 홀트학교 예그리나 오케스트라 창단
- 2013 특수교육 국정교과용 도서집필(초등 3~4학년 음악교과서)
- 2015 개정교육과정 음악과 시안 연구진올해의 스승상 수상
- 2017 기본교육과정 고등학교 음악교과서 집필광성 사랑혜 오케스트라 창단'에스더 숫자지휘' 특허출원
- 2018 자랑스런 특수교육인상 수상
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