Workshop Topic: Multicultural Singing and Playing with Kodaly Approach for Music Concept Teaching in Kindergartens

코다이를 적용한 다문화적 가창과 놀이로 하는 유치원 음악교육

姚玉娟 Yu-Chun Yao (Alice)

I. Demonstration

(4 years old lesson, within 30 minutes)

Class__________________________ Date__________________ Lesson#___________

Key

Tone Set

Material

Activity/Song/Procedure

Objectives

Puppet

Greating

Warm-up

m l

1. 小雞喝水〈Siau-Ji Ho Shei，Little Chicken Drinking〉

Opening Singing

m sl

Paper Lantern

2. 古仔燈〈Go-A Diang，Lantern〉　

박에 맏추어 걷기

Unconsciously walking on the beat

m sl

Picture

3. Snail, Snail

아래위로 움직이 면서 노래의 높낮 이 표현해부르기

Sing whole song higher and lower with movement moving up and down

s,l, drm s

Eye Mask

4. 狡猾的狐狸〈Jiau-Hua De Hu Li，Cunning Fox〉

말하는 소리 내용 인식하기

Game─Recognize whose speaking voice

m s

5. 剪刀石頭布〈Jien Dau Shi Tou Bu，Seizer Paper Stone〉게임하며 동시에 오른손에 박두드리기

Game (simultaneously keeping the beat on hands while playing game)

Pictures

6. 聽聽聽〈Ting Ting Ting，Listen〉

릴렉스-그림으로 노래부르기(목소리탐험)

Relaxation─Singing with pictures（voice exploration）

CD

7. Carmen

음악적용

Music appreciation (Same/Different)

II. Analysis

See the lesson plan (the attachment above)

What is the Opening Activity? What is the purpose for such activity?

How many activities in one lesson? Can you name number of them?

What are the objectives for each activity?

In what ways the teacher leads the class to achieve above objectives?

How does the teacher move from one activity to another? How do activities or music connect to each other in nature?

Most activities and concepts are introduced to children through game playing. Children are gifted in playing games. Game-based practice make children practice voluntarily.

II. 분석

수업내용 참조 (상위에 기재된 표) 

맨 첫번째 활동은 무엇이며, 그 목적은 무엇인가?

수업 한번에 몇가지 활동을 하는가?

각 활동의 목적은 무엇인가?

선생님들은 어떻게 3번의 목적들을 달성하는가?

선생님들은 한 활동에서 다음 활동으로 어떻게 넘어가며, 각 활동/음악들은 서로 어떤 연관성을 띄는가?

 대부분의 활동과 개념들은 놀이를 통해 아이들에게 전달된다. 아이들은 놀이에 천부적이며, 놀이를 기반으로 한 활동은 적극적으로 참여한다.

III. Basic Concepts 기본적 개념

Most concepts are contrast in musical bases, yet beat and rhythm are not only contrast but somewhat correlated

대부분의 개념들은 음악 기초 안에서 대조되는 개념들이다

Singing Voice/Speaking Voice

─Teacher’s job: Provide a singing model

─Students’ job: Listen, store, and then reproduce songs

─Singing in tune: a. short songs

b. appropriate range

c. comfortable starting pitch

※Teacher should know who is singing out of tune and who needs help?

교사는 다른 음으로 노래하여 도와 주어야 하는 사람이 누군지 알아야한다

Loud/Soft─ 세게/부드럽게

In dynamics, loud is not exaggerated loud

.강약에서 ‘세게’라는 것은 지나친 ‘세게’는 아니다

부드럽게는 조금 더 부드럽게, 세게는 조금 더 세게이다.

“Soft” is softer and the “loud” is louder.

─be able to sing louder or softer with teacher unconsciously

─be able to sing louder and softer with teacher unconsciously

─be able to distinguish between loud and soft voice

─be able to sing loud or soft consciously

─be able to sing loud and soft consciously

─be able to look at teacher’s gesture singing loud and soft

─be able to look at teacher’s hand motion singing gradually loud and soft

─be able to sing loud and soft as seeing the term f and p

Fast/Slow─빠르게/느리게

Tempo─How fast? 템포-얼마나 빠르게

The characteristic of the song 노래의 특징

Every culture has its own pace 각 문화가 갖는 고유빠르기

Hungary: 3 – 4 yrs = 66-80

4 – 5 yrs = 80-92

5 – 6 yrs =92-108

─experience a variety of tempo

─be able to identify fast and slow

─be able to walk fast and slow

─be able to perform movements at fast and slow tempi

─be able to play small percussion instruments at both tempi

─be able to maintain a tempo without help

─be able to change the tempo as teacher giving a sign

Timbre〈Awareness of Tone Color〉음색

─production of the sounds (which are obviously different)

─sources of the sounds (block, cup, etc.)

─directions of the sounds you hear

─the timbres of percussion and melodic instruments

※The knowledge of materials is still very limited to children in this age.

어린 나이의 어린이들은 음악요소에 대한 지식이 극히 제한되어 있다

Beat v.s. Rhythm─ 비트/리듬

steady beat: regularly occurring the pulse underlying songs and rhymes. Kindergarteners should first experience steady beat through movement before they advance to first grade.

일정박 : 노래나 라임의 기본을 이루어 일정하게 발생. 유아들은 다음단계로 발전하기 이전에 움직임을 통한 일정박의 첫경험을 꼭 가져야 한다.

The difference between B. and R.─

─Sing a song consecutively in two groups (B. or R.)

─Sing a song simultaneously in two groups (B. and R.)

─Sing a song/play various percussion instruments individually while performing the B. or the R.

─2 Ss. sing a song and performing the B. and the R.

─March the steady B. while clapping the R. simultaneously in groupindividual

3 yrs─practice B. whole year

4 yrs─special emphasis on R.

5 yrs─compare and contrast with B. and R.

※Preparation for Ta Ti-ti. It’s very important for children to practice. ‘따’ ‘띠띠’의 예비 

High/Low─Distinguishing High and Low 높음과 낮음의 구별

Children should not only verbally express the recognition of high and low, but also through movement physically (body to hands). Then, they may show the melodic contour with 2 to 3 notes through hand motions. 어린이들은 말로만 높낮이를 나타내는 것이 아니라 손이나 몸의 신체적 움직임을 통해 나타내야 한다.

그러면 아이들은 손의 움직임을 통해 2-3개 음의 가락선을 보여줄 수 있다.

─unconsciously sliding voice up and downsing a song

─recognizing the relationship between high and low

─helping children sense pitch differencesthe term “high” and “low”

─children can produce high and low

─showing differences in pitch through hand movements in slow tempo

─performing independently (based on what they heard)

─hand signs (the range of the song is narrowed down to two notes in minor 3rd)

─singing “high” and “low” in words in a groupindividual

※preparation of s-m teaching

The Basic Concept: loud/soft, fast/slow, timbre, long/short, beat/rhythm, accent, simple vs. compound duple meter, phrase, form, high/low

IV. Conclusion

At this young age, songs are taught through listening and repetition. Playing is one of the best ways to make children sing voluntarily and repetitively. Children can learn with ease by playing games. There is no embarrassment while playing games for children. Play more practices more. Young children are learning while playing. Multicultural materials create multifunctional learning environment. Children can sing diversified songs chant and the text say the words, and eventually learn the language.

Music is a great medium learning to multi-cultures. Effective music teaching can make multicultural and musical kids in the whole world.

IV. 결론 

아이들은 어린나이에 듣기와 반복을 통하여 노래를 학습한다. 놀이는 자발적으로 노래하며 반복하게 이끄는 최고의 수단이 된다. 덕분에 아이들은 놀이를 통하여 쉽게 배운다. 어린이들은 놀이를 하며 부끄러움을 느끼지 않는다. 놀이를 많이 할 수록 더 많은 연습 효과를 볼 수 있다. 어린이들은 놀이와 함께 배우기 때문이다. 다문화적 요소들이 여러 기능의 학습환경을 만들어 준다. 아이들은 다양한 노래를 부르며 가사를 통해 언어습득까지도 가능하다. 음악은 다문화 학습의 굉장한 수단이 된다. 효율적인 음악교육은 전 세계의 어린이들을  다문화적 어린이로, 그리고 음악적 어린이로 만들 수 있다.