학습 장애아를 위한 음악치료적 모둠활동과 교수-학습 방안연구

Abstract

ABSTRACT

A Study for Teaching-Learning Application and Music Therapy Activities for Learning-Disabled Children

Lee Se-Ryun Advisor: Prof. Kim Hye-Keong Major in Music Education Graduate School of Education, Chosun University

In our daily lives we interact with music both consciously and unconsciously. This musical interaction is not limited to performance or appreciation but can be considered a starting point for use as a therapeutic tool to aid in both physical and mental health. Music is a nonverbal method that facilitates natural communication and expression of feelings, enabling emotionally insecure learning-disabled children to approach it freely. Through therapeutic activities in the music classroom, it allows learning-disabled children to experience improvement in concentration, an increase in verbal ability, improvement of self-esteem, improvement in expressive power, enhancement of emotional security, improvement in sociability and improvement in the quality level of their learning activities. With the aim of applying music therapy to learning-disabled children, this study examines the definition, history, goals, principles, methods and processes of music therapy, while conducting an inquiry into the definition, types, causes and special characteristics of learning-disabled children. It compares and analyzes case studies of music therapy for learning-disabled children, using these as a basis for constructing lesson plans that utilize a mixture of activities to form a basis for peer instruction. In these curriculum plans it classifies the range of music class activities (vocal music, instrumental music, composition and appreciation), focusing on the newly revised first-year middle school textbook in attempting to heighten their practical use. In particular it offers, through the framework of the original teaching plans and through the mixed activities used in music therapy sessions, the opportunity for mutual interaction. It is thus expected that this study, by attempting such a music therapy approach that focuses on the currently used music textbook,s oll motivramethe many students whoxtbdergo learning difficulties to better apypt to their school life through positive and pleasurable music activities that make ies orth the time spent in class. It is therefore hoped that, through these mixed music therapy activities in which both learning-disabled and normal students can participate together naturally, mutual interaction will be maximized, integrated education will be realized, and an affirmative influence will be brought to bear on enhancing the scholastic abilities of learning-disabled secondary-level students and improving their adaptibility.