본 논문은 최근 범교과적으로 그 중요성이 강조되고 있는 학문적 글쓰기를 활용하여 음악적 체험을 구조화하고 가시화하여 학습효과를 극대화 하는 중등 음악수업 지도를 연구 하였다. 이를 위하여 글쓰기가 학습에 미치는 영향과 학습효과, 음악 수업에의 활용, 학문적 글쓰기 유형에 관하여 논의하고 중등 음악 수업의 가창, 기악, 창작, 감상의 활동 영역에서 각각 활용할 수 있는 글쓰기 유형을 구안하여 실제 음악수업에서 적용할 수 있도록 프로그램을 개발하여 제시하였다. 음악 수업 중의 글쓰기 활동을 통하여 학생들이 음악적 창의력과 비판력을 기르고 보다 능동적이고 인지적인 학습을 체험할 수 있도록 유도하였다.
The purpose of this study is to provide the curriculum of music class for middle school students using academic writing as an effective teaching and learning tool. Recently, WAC(Writing Across Curriculum) is widely uses in the class in various levels and subjects, as a powerful learning strategy. Through writing in music class, same as in other classes like science, history, students can develop their creativity as well as cognitively. Writing activity can also help students stmcturalize and visualize their musical experiences as well as musical knowledges. fri addition, writing can be reflected and examined student`s musical activities so they can develop their critical thinking and ability of problem solving. Based on these merits, I provide four sessions of music lesson which are singing, performing, composing and listening as using writing activities in order to be helpful for both teachers and students. I suggest creative writing activities in singing, and listening class with composing text for song and story for the listening music. And critical writing activities in playing and composing class with report for ensemble concert and journals for their composing process. With these writing activities, students can actively participate in music class and effectively develop their musical ability.
