• Journal of Korean Classical Literature and Education
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• no.39
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• pp.41-66
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• 2018

This paper investigates how narrative folk songs have been transmitted and enjoyed through literature data and field research, and discusses their educational significance. Narrative folk songs have changed from songs that were enjoyed by common women to songs enjoyed by upper class men according to the times. They have ranged from tragic songs lamenting hardships to comic songs that relieve oppression, depending on the performance situation. Moreover, narrative folk songs have been enjoyed through media transmission beyond traditional custom. Narrative folk songs have not been enjoyed in one fixed way, but rather in various ways depending on the situation, so they have functioned to enable common women, who are their main singers, to share emotions, communicate, and maintain their community. Therefore, in literature education, narrative folk songs can be used as very appropriate materials for learners to reflect on themselves, communicate with others and contribute to desirable community life. By experiencing the various ways of enjoying narrative folk songs, learners will be able to grow into subjects who actively solve their own problems and those of their communities.

• Cross-Cultural Studies
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• v.38
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• pp.351-384
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• 2015

This paper is concerned with the effectiveness of songs in the acquisition of formulaic sequences in the college EFL classroom. The existing research mentions the use of songs in terms of the power of their melodies (Fonseca-Mora, 2000), linguistic features in song lyrics (Abbott, 2002), and the emotional basis of memory (LI & Brand, 2009). Learners' opinions about the use of songs has been ignored, however. In this paper, seven subjects with English ability ranging from advanced (one) intermediate-high (three), intermediate-middle (two), and intermediate-low (one) studied five different pop songs. The results showed that they did not agree with the existing research findings. Rather, they were negative about using songs in the classroom. Their complaints were the burden of using too many hours to memorize lyrics, few language expressions to learn, and too much emphasis on expressions about love and feelings. Students at all levels expressed similar negativity about the use of songs. When their complaints were discussed during interviews, however, their attitude changed from negative to positive. The case study in this paper was on a small-scale but it is suggested that through further research the use of songs could be activated in the EFL classroom. Considering college language learners disregard most existing EFL materials, it appears to be worthwhile to continue further with this kind of research.

• (The) Research of the performance art and culture
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• no.39
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• pp.279-323
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• 2019

The musical characteristics of Fishing songs in North Korean which recorded on Anthology of North Korean Folk Songs were examined in this paper. The results are as follows. Among Fishing songs in North Korea, there are "Rowing Song," the "Song for Hauling Nets," and the "Song for Picking Up Fish" in songs related to walleye pollack fishing and in songs related to croaker fishing, the "Song for Dropping Anchor" and the "Full-Load-of-Fish Song" in songs related to croaker fishing, the "Song for Weighing Anchor," the "Song for Shaking Fish," the "Full-Load-of-Fish Rowing Song," and the "Song for Hanging Walleye Pollack" in songs related to walleye pollack fishing. There are the "Song for Setting a sail" and the "Song for catching shells" in Fishing songs in North Korea, too. In the rhythmic elements of Fishing songs in North Korea, the tempo of the "Songs for Setting a sail" is moderato, and that of the "Songs for Picking Up Fish" of songs related to anchovy or herring fishing is quite slow. "Rowing Songs"(croaker fishing) have various tempos but faster than moderato, and usually get faster and faster as time goes by. Most songs have 4/♩. time and there are some of 2, 3 or 5 time. Some songs use irregular time or 6 time overlapping 2 beats. The mode Menari is the most common tonal system used in fishing songs of North Korea. And the mode Susimga, the mode Changbutaryeong, the mode Nanbongga, and the mode Odolttogi are also used in the tonal system of Fishing songs in North Korea. There are shoutting intonations that have indefinite pitch, too. Modulation or interaction by the mode Changbutaryeong appeared in songs of the mode Menari. There is a tendency to favor a certain tonal system by category. Responsorial form is mostly used, but in the most cases, they were sung in solo. In responsorial songs, several calling songs overlap with the responding songs. Durchkomponiert form is sung by antiphon or in solo, but the case sung in solo originally seems to have been sung by antiphon or unison, if we consider the procedure of the work. The "Song for Picking Up Fish" of Seonbong-gun of North Hamgyeong Province and Yangyang-gun of Gangwon Province, the "Full-Load-of-Fish Song-Bongjuktaryeong" of Jeungsan-gun of South Pyeongan Province and "Full-Load-of-Fish Song-Baechigisory" of Taean-gun of South Chungcheong Province, "Rowing Song" of Nampo City and Ganghwa-gun of Gyeonggi Province are resembled. In neighboring areas, even if the songs of different categorys, sometimes share a same melody. In a certain category, sometimes a same melody is shared to a considerable distance. It was first identified that in anchovy or herring fishing or dybowskii' sand eel fishing, the "Song for Picking Up Fish" is widely shared in the East Sea Coast area.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.133-146
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• 2003

This study examined the songs and play-games of youngsters who escaped from the North and came to South Korea. The 5 female and 1 male participant mostly entered South Korea through Chinese, Viet Nam and Cambodia after escaped from the North. Through individual interviews, the researcher collected 31 North Korean songs and 21 play-games. Themes of songs were devotion their's country and/or their's national leader, a television serial drama and such traditional play-songs as komojul-nomki(jumping the rubber rope). Data from the collected songs and play-games indicated similarity between South and North Korea; both North and South Korean children liked a television serial drama songs and both sides played similar games, through sometimes the name was different.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.1-10
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• 2011

The purpose of this study is to investigate effects of environmental education using method of rephrasing lyrics of songs on environmental sensitivity. In order to perform this study, 60 sixth-grade students in an elementary school in Seoul are selected and divided into two groups. Half of the students belong to the experimental group which undergoes environmental education using method of rephrasing lyrics of songs. The others are in the control group which gets traditional environmental education with textbook. A questionnaire was used to survey effects of environmental education using method of rephrasing lyrics of songs. The results of this study are as follows: First, it is found that the environmental education using method of rephrasing lyrics of songs is effective on building up the environmental sensitivity. Second, the environmental education using method of rephrasing lyrics of songs is effective on 4 domains of the environmental sensitivity - positive reception, expectation, disagreeableness and anger for environment and environmental problems. Moreover, the environmental education using method of rephrasing lyrics of songs makes the students in the experimental group have pro-environmental attitudes and behavior. This study revealed that using method of rephrasing lyrics of songs could be effective on the environmental education. Therefore, we have to provide a variety of chances using this method to enhance the environmental sensitivity.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.263-279
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• 2014

The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

• Korean Journal of Child Studies
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• v.12 no.1
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• pp.68-77
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• 1991

The purpose of this study was to analyze the words of the songs in children's games in order to determine the traditional characteristics of their rhythm and subject matter and to investigate age and sex differences in recognition of the songs. 71 play songs were used for content analysis. After this, 840 subjects in 15 grades (preschool, first to 12th grades, and college students) were presented with the songs. Statistical analysis was done by one-way ANOVA and Scheffe. The songs exhibited traditional rhythms (3.3 or 4.4) and subject matter (nature, everyday life, and family). Some historical events such as the Korean war, and current phenomena such as TV, were also included. Sex but not age differences were found in recognition of the songs.

• MALSORI
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• no.41
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• pp.61-71
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• 2001

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.195-203
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• 2001

This study examined parental perceptions and use of traditional play songs for infants by parent's age and gender. The 464 subjects living in Daejeon City provided data via questionnaires and recorded tapes. Of 13 play songs for infants, parents were really acquainted only with Jjak-jjak-kkung, Do-ri Do-ri, Gon-ji Gon-ji, and Jam-jam. However, most parents thought traditional play songs are important for the education of the whole child. Mothers and parents in their thirties and forties considered traditional play songs to be more important than did fathers and parents in their twenties. Though infants liked traditional play songs, most parents didn't use them with their infants because parents knew few traditional play songs and they had little time to play with their infants. Lack of time was a more serious problem for fathers than for mothers.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.105-116
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• 2000

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.