음악개념에 기초한 유아음악교육 프로그램 개발 및 효과

Abstract

Musical concept is essential element in the music education of preschoolers with significant educational value and meaning. The study analyzes content factor of music education based on musical concept directed to preschoolers. The following research questions are developed.

〔Question 1〕What is the organization of preschooler music education program based on musical concept? 〔1-1〕What is the objectives of preschooler music education program based on musical concept? 〔1-2〕What is the contents of preschooler music education program based on musical concept? 〔1-3〕What is the pedagogical method of preschooler music education program based on musical concept? 〔1-4〕How the preschooler music education program based on musical concept is evaluated?

〔Question 2〕How is the effectiveness of preschooler music education program based on musical concept? 〔2-1〕What is the effect of preschooler music education program based on musical concept on preschoolers’ musical cognitive ability? 〔2-2〕What is the effect of preschooler music education program based on musical concept on preschoolers’ musical expressive ability?

〔Question 3〕How is the change in preschoolers’ musical responsiveness in the process of music education program based on musical concept?

To answer the research questions above, the research follows following procedure. In (Question 1), to develop preschooler musical education program based on musical concept, the objectives and goal based on musical concepts are set, based on the literature review and results of previous studies. As a result, the three content dimension are established, based on which the musical education activities are organized after going through the review of child education experts and teachers. Next, after developing the pedagogical methodologies and select the assessment standards for the preschooler music education program based on musical concept, the final program is prepared after going through the process of feedback and modification based on the opinion from the field. To answer the (Question 2), the effectiveness of preschooler music education program based on musical concept on preschoolers’ musical cognitive ability and expressability are tested. The subjects are the preschoolers of 5 years old (20 experimental group, 20 control group), who attend the S preschool located in G city. The modified version of testing tool utilized by S.Y. Kang (2007), H.S. Han (2010 and B.S. Kim (2009); to measure subjects’ musical expressability, the MCSM(Measures of Creativity in Sound and Music) developed by Wang (1985), translated by H.S. Huh (1996) and utilized by B.R. Kang (2011) is applied. As a experimental treatment, the musical education program based on musical concept are conducted on the preschoolers in the experimental group for 12 weeks, twice a week, during the period of Jun 24 to September 18, 2015. With SPSS 18.0, the musical cognitive ability and expressability data of the subject are analyzed; in terms of ANCOVA of pre and post score for each of the group. In (Question 3), the change in preschoolers’ musical responsiveness in the process of music education program based on musical concept is analyzed. To answer the question, the researcher observe and video-record the preschoolers’ activities with frequent informal consultation with the teachers. In summary, the results of the study by the research question are as below: First, (Question 1), to develop preschooler musical education program based on musical concept, the goal of the program is set as ‘Enhance preschoolers’ musical creativity, musical aesthetic sense and appreciability by developing musical cognitive ability and expressability.‘ The objectives of the program are development of preschoolers’ skills to understand and discriminate musical concepts, to express music through various musical activities, to express music creatively, to enhance musical aesthetic sense while experiencing the beauty of music, and to actively participate in musical activities with interest. The program content are selected as musical cognition, musical expression and musical attitude. The pedagogical process is Introduction (start expression with the interest in musical concept)-Expand (search musical concept, express musical concept in various ways, conduct activities while emphasizing the concept of music, express musical concept creatively)-Complete (Assess and Share). The roles of the teacher is determined as preparer, motivator, model, encourager, expeditor, organizer and evaluator. The assessment is conducted in two aspects; the assessment of the teacher and preschoolers and the program itself. The assesment of preschooler is conducted through teacher’s observation and evaluation of the preschoolers during the process of activities, while the assessment of teacher is conducted through the level of achievement of the planned program, and the assessment of the program is conducted based on the checklist of teacher to verify appropriateness and effectiveness of the program, before, during and after the program. Second, to verify the effectiveness of the musical education program based on musical concept, the musical education program is done for the experimental group while the normal musical educational program based on everyday life theme is conducted for the control group. Then, the preschoolers musical cognitive ability and expressability are tested. ANCOVA is conducted to see if there is any significant difference in the average score of two groups. As a result, not only the scores of experimental groups of overall musical cognitive abilities, but also its sub-elements-dynamic, tempo, rhythm, melody, structure-are significantly higher than those of the control group. Also, the scores of experimental groups of overall musical expressability, but also its sub-elements-performance, creativity and imaginativity-are significantly higher than those of the control group. Third, to explore the change in preschoolers’ musical responsiveness in the process of music education program based on musical concept, the activity report and consultation with a teacher are analyzed. As a result, at the early stage of the activity, the preschoolers show the attitude of ‘little interest in musical concept’, ‘difficulty of understanding musical concepts’, ‘expression with a little meaning.’ In the middle, the preschoolers interest increase with furthered knowledge in musical concepts, and they ‘tried to express the music in various ways using body and instruments’, ‘show interest in characteristics of musical concept’ and ‘enjoy the music utilizing the musical concepts’ characteristics’. In the latter stage of the activities, as the preschoolers enjoy creative expression of music with balanced utilization of the musical concepts, they show ‘focusing on musical activities’, ‘utilizing the music with balance’, ‘and ’enjoy creative expressions.‘ As the stage develops, the preschoolers’ understanding and interest towards musical concept increase, with their creative expression of the musical concepts using body and instruments. In summary, the preschooler music education program based on musical concept, developed in this study, is effective for enhancing musical cognitive ability and expressability of preschoolers. In the process of program, their ability to understand and express the music, interest and focus on musical concepts, creative expression of the musical concept and enjoyment are also increase. The program shows potential to be used in the field of education based on the educational value inherent to the musical concept.