일제 강점기 교육령에 따른 교육확대과정과 학교 음악교육 정책 연구

초록

The purpose of this study was to investigate colonial education through the educational policies based on the Educational Act of Joseon that the ruling Japanese carried out for the colonial cultural ruling of Joseon and their expansion processes. The study especially aimed to examine the relations between educational policies and music education according to the expansion process of school education through Changga education. The ruling Japanese sought out to turn Joseon into part of Japan and Joseon people into Japanese people for the colonial ruling of Joseon strictly based on assimilation. They enacted and implemented a number of acts for colonial ruling. As part of their cultural policies to carry out those colonial policies, they utilized the educational policies of Joseon and changed them in favor of their ruling. Music was chosen as a regular subject and provided as part of education in government and public schools before the establishment of Japanese Government General of Korea. The education of Joseon during the period, however, was used as a means of colonizing Joseon by the ruling Japanese with no solid preparations for music education. As a result, music was referred to as Changga in the Japanese style, and all kinds of institutions and rules needed for Changga education including the subject content and goals were based on the Japanese versions. The Educational Act of Joseon was used as a device to control music education in school. In the first phase of Educational Act of Joseon designed to change Joseon’s education in the Japanese style, the educational policies sought out to cultivate the qualities and personalities that deserved the title of subjects of Japanese Empire. In the second phase of Educational Act of Joseon in a transition from military politics to cultural politics, the educational systems of Joseon were revised the same as those of Japan. Unlike the first phase, the Changga subject was chosen as a required subject in primary schools. In the third phase of Educational Act of Joseon when Joseon was being turned into a logistics base for war and degenerated into a means of war basis, only the textbooks approved by the Japanese Government General of Korea were allowed with the lyrics restricted only to those about the subjects of Japanese Empire. In the fourth phase of Educational Act of Joseon when education fell as a means of militarism, the primary school system was changed to the elementary school system. As the cultivation of character as the subjects of Japanese Empire was emphasized, the selection criteria of Changga should not go against the national cultivation of spirit. The policies for music education by the ruling Japanese sought out to emotionalize Joseon people into Japanese music as the subjects of Japanese Empire. Thus the control of music textbooks claimed utmost significance with the very strict implementation of surveillance and control. The control of educational content by the ruling Japanese was reflected specifically as part of the textbook policies by the Japanese Government General of Korea and embodied in the textbooks of those days. Conducting an investigation into music education through policies for school education and Changga education is thus very significant to figure out the goals of educational acts by the ruling Japanese, the influences of Changga on the sentiment of schools and students, and the lasting impact between Liberation and the present day.

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