이 글은 일본 오키나와 현 야에야마 지역의 고등학교에서 이루어지는 향토예능교육의 예를 통해, 향토음악교육이 지역사회와 불가분한 관계를 맺고 있는 양상과 교사가 문화의 ‘매개자’로서 하는 역할이 학교교육에서 이루어지는 향토음악교육에 중요한 통로를 제공함을 보여주고자 한다.
야에야마 지역에서 이루어지는 향토음악 교육은 주로 교사들에 의해 조직적으로 활성화되고 있다는 점을 확인할 수 있었다. 이로 인해 야에야마 지역의 ‘전통’이 보존 및 계승되리라는 기대 역시 높았다. 즉 교사가 문화의 ‘매개자’로서의 역할은 야에야마 지역에 있는 예능을 변용시키며, 학교교육의 범주를 넘어서는 교육활동을 만들어 내고 있다. 또한, 동아리 활동은 일반적 동아리 활동의 범주를 넘어서 마을제사에 예능을 봉납하는 중요한 역할도 수행하고 있다. 이것은 단순히 향토예능을 계승하고자 하는 것이 아니라 학생들이 자라면서 지역주민, 즉 공동체 성원으로서 자신을 인식해 가는 기회로 연결되고 있다. 그렇기 때문에 이는 지역과 학교를 위한 쌍방의 향토음악 및 예능의 계승은 지속적인 지역행사로 자리매김하고 있으며 향토 예능의 계승과 보급 및 발전에도 영향을 미치고 있다고 볼 수 있다.
This paper examines the case of the folk arts education at high schools in Yaeyama Islands of Okinawa Prefecture to demonstrate the inseparable relationship between the folk music education and the local society and the role of teachers as cultural 'mediators' in the folk music education in school curriculum. The folk music education in Yaeyama Islands was mainly organized and revitalized by school teachers. Such situation led to a higher expectation of the preservation and succession of the Yaeyama 'tradition'. In other words, their role as cultural 'mediators' transformed the folk arts of Yaeyama, and their educational activities extended beyond the school gates. Also, the club activities crossed the category of ordinary club activities and included the performance of arts in the community jesa ritual. This means more than the succession of folk arts but also the recognition of one's membership in the community as local residents among the students. In the final analysis, as the club activities became part of continuous local events, the folk arts education seem to influence the succession, propagation and development of folk arts.
This paper examines the case of the folk arts education at high schools in Yaeyama Islands of Okinawa Prefecture to demonstrate the inseparable relationship between the folk music education and the local society and the role of teachers as cultural 'mediators' in the folk music education in school curriculum. The folk music education in Yaeyama Islands was mainly organized and revitalized by school teachers. Such situation led to a higher expectation of the preservation and succession of the Yaeyama 'tradition'. In other words, their role as cultural 'mediators' transformed the folk arts of Yaeyama, and their educational activities extended beyond the school gates. Also, the club activities crossed the category of ordinary club activities and included the performance of arts in the community jesa ritual. This means more than the succession of folk arts but also the recognition of one's membership in the community as local residents among the students. In the final analysis, as the club activities became part of continuous local events, the folk arts education seem to influence the succession, propagation and development of folk arts.