ScholarWorks@숙명여자대학교

초록

This study is on the methodology for developing rational and basic disciplinary system and etudes for the gayageum, which enables students to comprehensively learn the educational contents essentially required for all beginners in the instrument. In 2002, in another paper entitled, "Basic research for establishing theoretical system for teaching and learning gayageum," I have already suggested various issues that spring from teaching gayageum, strongly advocating for sequential research on the topic. Ever since, I have continued pursuing this issue with students of gayageum, through questionnaires and interviews focusing on their learning experience, to learn if they need a special course according to individual performance level, and whether developing creative teaching methodology based on step-by-step learning and systematic etudes is necessary for their learning. Therefore, in this study, I have suggested learning system and methods for developing etudes for the 12 and 25-stringed gayageum, based on the result of my compiling of basic disciplinary works for the gayageum and its application on the students for 12 weeks. This paper first looks at what is considered important in most textbooks for teaching he piano, violin, and guitar, followed by an intensive analysis of the teaching manuals for gayageum currently used in both North and South Koreas. Then it suggests 4 types of systems as methodology for establishing systematic teaching for the basic disciplinary etudes for the 12 and 25 stringed gayageums respectively. First, the essential constructive elements necessary for basic disciplinary system of gayageum is categorized into basic learning process and its application. Based on the premises that creative and multiple application system and related etudes must be developed, I have suggested, for the 12 stringed gayageum, 'disciplinary system and etudes for learning program note forms' and, for the 25-stringed gayageum, 'disciplinary system and etudes for learning to play chords.'I have decided also that it is more efficient to presuppose different learning levels for teaching gayageum, for each of which various systems for learning are provided with appropriate musical examples accordingly; 'simple melodic forms for learning different techniques,' 'training your fingers' 'etudes' and 'stage pieces.' In 'Simple melodic forms for learning different techniques, special care is given to learning to read scores and symbols, as well as training to make sound and different tone colors. This is supported with tips for learning lower and higher technical levels, as well as practice methods for correcting your techniques and for learning various musical expressions. Etudes are partial arrangements of established musical pieces to suit gayageum performance. The subjects for the pieces were chosen based in the consideration that this is for basic learning and that it should promote the deepening of musical abilities required for playing traditional pieces. Therefore, the etudes include mostly folk songs, but for the 25 stringed gayageum, I have included newly composed children's songs for the basic level and folk songs of other culture and popular tunes for the application level. The resulting 30-70 etudes, categorized into different practice levels, were tested through actual application, which yielded the following conclusions. 1) It allows a step-by-step learning, by altering the level of etudes according to one's present abilities. 2) For each technique, four levels of difficulty are provided; ①basic melodic forms ② its application ③ etude ④ musical piece. Such format allows a more efficient learning compared to other currently practiced textbooks. 3) Experiencing and learning various musical pieces and rhythmic forms through etudes and musical pieces, learning musical features of local folk songs and their unique musical expressions, and playing with a special attention to expressive symbols. 4) Each section is not too extensive, designed in order to motivated students to keep going without slackening their energy. I have no doubt that such study as this, of the disciplinary system and etude for the instrument, has already been formulated in the minds of most textbook designers and teachers of gayageum. However, there was no sufficient discussions on what kind of system would be most appropriate, which leads to mere duplication of current teaching materials. Therefore, it is required a more logical approach and open discussions on the disciplinary system and methodology for teaching and learning gayageum.

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