고든의 음악 학습 이론에 의한 교수법 연구

Abstract

ABSTRACT A Study of Pedagogics by Musical Learning Theory of Gordon

Bo-Ok Lee Advisor : Prof. Yeong-Hwa Seo Major in Music Education Graduate School of Education, Chosun University

Current Korea's music education makes students experience music and improve musical ability through developing creativity and the ability to express rather than understanding the concept of music or learning skills. However, real situation in music class is that teachers have their students just sing the songs correctly or well that are put on the text. It doesn't make students express music in their own way and create music newly. This thesis is an attempt to study the effective method of teaching and learning to solve these problems centering on Gordon's music learning theory and apply it to real classroom appropriately. Edwin E. Gordon is a musician in twentieth century and one of music educationalists who have achieved in the field of a music learning theory such as aptitude or talent. Gordon introduced the hierarchical learning accomplished in the other general subjects and helped consisting systematic and gradational music learning. One of the reasons that Gordon is recognized in music education is because he subdivided music learning theory into learners' behavior change concretely, not abstractly. In other words, he suggested musical ability or aptitude as relevant hiera rchical learning to complete a long-term aim. Gordon said that the objective of music teaching is to develop audiation, which means the ability to understand music and listen in heart in the situation without being any sound. He also suggested that the technique-connected learning theory and the content-connected learning theory to improve audiation. The technique-connected learning theory is divided into discrimination learning and inference learning that are the theories of learning method. The content-connected learning theory is a theory about curriculum and suggests learning primarily rhythm and tonality in order according to the relative difficulty. This thesis looked over these theoretical approach in detail, suggested pros and cons of Gordon's music learning theory and some directions of it when applying it to real classroom, and offered the effective music teaching plan. Before teaching stage, I tried to find the aim and the content of music curriculum in middle school, provide a definite class model, and use it educationally. A teaching-learning lesson plan aimed the third grade middle school students, chose a thematic song, and limited the class time to 90 minutes for the second class. The thematic song would be analyzed and each element would be abstracted. The curriculum is based on the Gordon's audiation, centered on the technique-connected learning theory, and progressed content learning to meet the objective of the thematic song according to this procedure. Putting singing first, the curriculum makes students improve musical ability by having them experience other parts of music like playing musical instruments, appreciating music, or creating one. Gordon's music learning theory can have some problems when it is applied to Korea's one. If operating with systematic teaching methods and teachers' motivative strategies, it will help students to improve their potential abilities and active participation in music class.