ABSTRACT

Janggu`s Jangdan accompanying a Minyo (Korean folk song) is played in a variety of ways according to the flow of the songs played. It is given consideration when many different forms are taught about each Jangdan in school. However, guidelines on the reasons and standards for teaching various Jangdans have not been sufficient, and educational research supporting the current practice has not been sufficiently conducted. Thus, this study aims to establish instructional systems appropraite to elementarch school students` level and suggest the principles of Minyo`s accompaniment Jangdan being payed in Dalgo and Maeneun patterns. For the instructional content of Dalgo and Maetneun Jangdan, minimum requirements including paragraph structures of a music piece with a focus on lyrics or melodies, Dalgo and Maetneun Jangdan`s structure, and rhythmic patterns of Jangdan are selected. Based on these selections, step-by-step instruction plans are presented in elementary school`s music curriculum. First, students are asked to identify paragraphs of a musical piece in terms of continuation and ending structures and understand Dalgo and Maetneun Jangdan`s structure by applying Jangdan`s Dalgo and Maetneun functions. Next, students are supposed to lean rhythmic pattern of Jangdan from Maetneunhyung (the rhythmic pattern to function conclusion) to Daneunhyung (the rhythmic patterns to work continuation) and the accent of Maetneunhyung and then play the music piece in Dalgo and Maetneun Jangdan. This method of making students understand Dalgo and Maetneun Jangdan`s structure and play in the Jangdan can promote students` accurate understanding and creative expressions.

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