일본 소학교(小学校)에서의 민요 교육 전개 양상 (1) －1947년 학습지도요령(学習指導要領) 시안(試案) 음악편(音楽編)의 간행을 중심으로－

초록

Saburo Moroi’s(諸井三郎, 1903-1977) music education philosophy centered on Western music aesthetics had a great influence on the publication of the 1947 Curriculum Guidelines of Music. He denied the existing way of thinking that music is a means of education. Rather he aimed to achieve an understanding of the beauty of music through education. The education of the melody, scale, and rhythm of Western music was given priority in the contents of the 1947 Curriculum Guidelines of Music, which was written based on the music aesthetics developed in the West. Subsequently, there was only one Japanese folk song as learning materials for singing. It was the result of applying the view that the scale of Japanese traditional music is impure compared to that of European music and that the European music system or music education should be prioritized for the development of Japanese music. In addition, the part where Japanese folk songs were presented in the 1947 Curriculum Guidelines was only one unit called “Interpretation of Music” and was presented as an sample music for the goal of “Understanding the relationship between work, music, and social life.” It can be inferred that this followed Moroi’s view that it should reflect locality, lifestyle, and sociality” in his music education theory. It was difficult to understand the relationship between European folk songs, labor, and social life, and there was the perception that Western music was meant for teaching melodies, scales, and rhythms as learning materials for singing. On the other hand, the view that Japanese folk songs are not suitable for teaching melodies, scales, and rhythms was maintained. In addition, since the first half of the 20th century, the perception that music is closely related to the lives of ordinary people has been established in Japan. In this context, Japanese folk songs were suitable for the unit of ‘Music Interpretation’ and were introduced as learning materials for appreciation to help understand the relationship between work and social life in the 1947 Curriculum Guidelines. The perception of folk songs in the music education of Japanese elementary schools is considered one of the factors that folk songs were established as music that reminded the relationship between locality, work, and social life in Japan.

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