창의적이고 신박한 교실 국악수업 가이드(한국국악교육학회 국악교육총서 6)

이 학술총서는 2022 개정 교육과정 기반 수업이 초ㆍ중ㆍ고등학교에서 본격적으로 전개되는
2025학년도가 되기 전에 교실에서의 국악수업이 새로운 시각을 가지고 창의적이면서도 원활하게 진행될 수 있도록
현장교사 및 예술강사들에게 다양한 사례를 제공해주는 것을 목적으로 기획되었습니다.

종묘제례악, 영산회상, 시조 등 정악에 대한 새로운 수업 접근 방법, 판소리, 서도민요, 아리랑, 전래동요 등의
가창을 기존의 방식과 다르게 시도하는 방법, 소금, 단소, 가야금, 사물놀이, 농악 등의 기악 교수ㆍ학습방법을 비롯하여
타 교과 융합, 놀이 기반 활동, 디지털 기반 창작, 메타버스 전시, 합주 수업 등 국악과
관련한 19가지의 차별화된 다양한 주제들을 21명의 교육자들이 현장에서 직접 경험한 내용을 바탕으로 생생하게 작성하고자 노력하였습니다.

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제1편 누구나 종묘제례악 연주자 ·········································································9

제2편 플립러닝을 활용한 국악 소금 실기 수업 방안 ··········································29

제3편 풍속화를 활용한 초등 통합수업 설계 ·······················································49

제4편 첫 국악 창작은 너무 어려워? 스크래치로 해봐 ········································69

제5편 서도민요 자진난봉가 수업지도방안 ·························································85

제6편 다감각 활동으로 발견하는 국악 요소 ·····················································101

제7편 오색 빛깔 우리의 이야기: WeㆍAㆍ덜 ···················································115

제8편 조금 느린 단소 수업 ··············································································137

제9편 농악의 활용, 어디까지일까? ··································································153

제10편 국어, 역사, 미술 교과 속에 흐르는 시조 ··············································181

제11편 들리는 그림, 움직이는 음악 ·································································201

제12편 일상 속에서 만나는 국악 ······································································217

제13편 디지털로 만나는 영산회상 ···································································233

제14편 테크놀로지를 활용한 학습자 주도 국악 합주수업 ·································255

제15편 추임새를 활용한 희로애락(喜怒哀樂) 감정 지도 만들기 ······················275

제16편 우리만의 아리랑 창작하기 ····································································291

제17편 전래동요를 활용한 교과 간ㆍ영역 간 연계수업 ·····································307

제18편 메타버스 국악 전시회 만들기 ·······························································329

제19편 재활용품 악기를 활용한 사물장단 창작하기 ·········································347

찾아보기 ···········································································································362