게임화를 활용한 첼로 그룹지도 프로그램의 개발 및 적용 방안

Abstract

In the past, the learning of musical instrument was conducted at home or in the particular institution and an instructor usually taught a student one on one. But, the form of the musical instrument lesson has been transmuted from individual lesson into group lesson and group lesson has many pros and cons. So, I developed group lesson program through the ADDIE model to improve the teaching method for group lesson. I surveyed music teachers who work for the schools about the pros and cons of group lesson and found some advantages and disadvantages. The first advantage is a competition in good faith. Teachers can motivate their students easily and create synergy effect. Second, the musical instrument could become common because the cost of group lesson is much cheaper than individual lesson. Third, group lesson students can experience the ensemble that an individual lesson student can never experience. On the other hand, there are also many disadvantages of group lesson. The first disadvantage is that the class hour is too short. Teachers have to teach 6 to 8 students in restricted time, so they cannot teach each student closely. Second, the classroom is too small to teach many students. Because of the small classroom, students sometimes make too much noise, consequently teachers cannot exactly listen to if the sound a student makes is in tune. Third, teachers have difficulties of teaching their students music theory, scale or etudes. So, I considered how the teachers teach the music theory, especially about how to read the notes of bass clef and how to practice C major scale, to their students efficiently. To solve this problem, I researched a new violoncello group lesson program using gamification. First, I carried out the pretest to examine ability to read the notes of bass clef of some students. Also, I let the students play C major scale and evaluated and recorded the results in objective figures. Next, I applied the cello games that I invented to the students. When the students played the cello games, they could practice the C major scale more enjoyably and comprehend the scale easily. Besides, they could remember the correct syllable names they couldn’t know before. And then, I carried out the same test which was conducted in the first step. I compared the two results, and finally, I could find the significant effects of the gamification program. The gamification program can strengthen the advantages of group lesson and complement the disadvantages. Through the games, students participate in the class voluntarily and actively, and teachers can easily and efficiently enlighten their students about what they want to teach to their students. And the teachers can easily get some feedback and know whether their students comprehend the music theory exactly. I feel some insufficiency of group lesson programs, yet. So, I hope and expect that many gamification programs for group lesson will be developed and adopted into regular school class. Then, teachers and students could make their learning of musical instrument more efficient.