중등음악 감상 수업에서 360˚ 음악영상 콘텐츠 제작 및 활용 방안

Abstract

As COVID-19 has led to a non-face-to-face era, the fourth industrial technology is rapidly developing. The future society will have to educate in line with changes in new diseases and disasters that we cannot predict, and for this reason, the importance of various fourth industrial technologies will also increase. According to this trend of the times, the method of education in the school field needs to be changed. Therefore, the importance of changing from a uniform form of teacher-centered school music class now to a practice class in which students themselves participate is increasing. In music education, appreciation learning provides an opportunity to exercise the imagination of adolescence and enables expressive learning that is a creative activity. Moreover, the technical use of teachers' teaching aids can enrich the content of music class. This study aims to increase the sense of realism in listening to music through videos in middle school music class, and it encourages active participation in various music genres. The method of this study is to verify the effectiveness of learning through realistic materials in youth music appreciation class. Participants for this study are 1st grade K middle school students in Gwangju. After conducting the listening class with a 360° video, questionnaires were distributed to students, and they filled out their answers. The questionnaire consists of four questions about music appreciation class using video content and six questions about music appreciation class using 360° video. As for the analysis method, the frequency and percentage were calculated using the Google questionnaire. The best thing about the appreciation class using video content materials was that students were interested in sense of realism a lot. After teaching through a 360° music video content taken by the researcher, it can be summarized with the following conclusions. First, in the middle school music appreciation class, students experienced a sense of reality and immersion as if they were in the real field while watching a 360° music video using Oculus Quest2. Second, through VR learning materials in middle school music listening class, students were able to search for 360° music video content on their smartphones' YouTube app, and experience them using Google Cardboard away from formal appreciation class. The suggestions presented based on these results are that school field support for high-definition all-in-one HMD is needed, and increasing the effectiveness of music appreciation through the production of various 360° music video content for youth music class.