블렌디드 러닝을 활용한 중학교 기악 학습 지도방안 연구

Abstract

As the COVID-19 has become a global pandemic since 2019, our lives have been greatly altered. The entire society is newly formed as an untact system which activated online learning programs. An online course does have a great influence on schools and companies. In particular, as educational media and various teaching methods that have not been used before were attempted in the educational field, a new form of education has been established. This study designs a blended learning that combines remote and contact courses to cope with frequent changes in the number of students attending school and social distancing. In addition, this research was investigated to present a blended learning-based instrumental class plan in secondary music curriculum. This study discussed the possibility and effectiveness of blended-based music education on the teaching-learning process as listed below.

First, this combines both an online learning and contact classes, which differentiates from the previous remote classes that consisted of only online learning. This distinction makes an blended learning applies much more effectively to instrumental classes, which are ‘practical’ classes, allowing more smooth learning possible. Second, the interactions between students and teachers can occur freely in diverse forms, and students’ voluntary participation was induced. Third, this curriculum tried to naturally improve students’ participation by enabling individual practice before and after class by selecting instruments that can be easily met and obtained in their lives. Fourth, reflection on the progress while playing instruments let self-management ability and musical sensibility be improved. Musical communication and cooperation skills can be developed by creating and presenting together through group activities of completing one mutual task. Fifth, blended learning makes it easier to understand the type of class, the content, and the evaluation of the class accordingly. This study presents different evaluation criteria for both remote classes and face-to-face classes; these criteria are based on process-oriented evaluation. As such, this research confirms that instrumental learning using a blended learning contributes positive effects toward the changing educational environment. Beginning with this research, it is expected that the contributions of a blended-learning on muscial subject be practiced in all subjects as well as in practical subjects.

Topic words: Middle school music, instrumental music class, remote class, face-to-face class, blended learning