실업계고 농악(農樂) 전문교육이 남긴 의미와 고등교육 단계 농악 교육의 방향

Abstract

Since the establishment of the Korean government, Gugak has entered institutional education. Attention was paid to this aspect because it shows that professional Korean traditional music education, which relied on apprenticeship education in the past, began within a modern and contemporary educational institution called “school.” Starting with high school education in the early 1950s, Korean traditional music education has been upgraded to higher education in universities over time. And as time went by, the number of professional education institutions also increased. But, it was only just before the 21st century that folk arts such as folk songs and folk games, including Nongak, entered higher education. Instead of higher educational institutes, in vocational high schools specialized Nongak education, which had been away from the center of education since the middle of 1950. It is clear that this phenomenon must be explored to shed light on changes in modern Nongak history and Korean traditional music education. This is because figures trained through Nongak education in the vocational high school space are currently actively participating in the transmission, performance, and education of Nongak in each region and have a significant impact on the current stage of Nongak transmission.