Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.73
Jihae Shin, Joo Yeon Jung
With the rapid pace of digital transformation and technological advancements, there is a clear direction in education to enhance students' digital media literacy, starting with the 2022 National Curriculum; this is also an important task in music education. In line with the trend, this study investigates the types and functions of technology that can be utilized in middle school music education. Additionally, it has developed practical examples of music teaching and learning processes that make use of these technologies. To achieve this, an analysis of the 2015 and 2022 music National Curriculum was conducted, along with discussions on the necessity of technology integration in music curricula; the current middle school music textbooks were analyzed, and literature reviews, website surveys, and interviews with music education technology experts were conducted. As a result, a total of 24 technologies suitable for music activities in the areas of performance, listening, and composition at the middle school level were identified, along with their usage instructions, advantages, and disadvantages. Furthermore, utilizing those technologies, the researchers developed practical teaching and learning guides for the performance and composition areas based on the content of the 2022 music National Curriculum. As a conclusion of the research process, the researchers suggested the importance of developing music technologies that are suitable for the Korean curriculum and school environment, the necessity of learner-driven and critically receptive approaches in utilizing artificial intelligence music composition technologies, and the need for music teachers to take a leading role in the development of music education technologies.
{"title":"Approaches to teaching and learning middle school music using technology","authors":"Jihae Shin, Joo Yeon Jung","doi":"10.30832/jmes.2023.57.73","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.73","url":null,"abstract":"With the rapid pace of digital transformation and technological advancements, there is a clear direction in education to enhance students' digital media literacy, starting with the 2022 National Curriculum; this is also an important task in music education. In line with the trend, this study investigates the types and functions of technology that can be utilized in middle school music education. Additionally, it has developed practical examples of music teaching and learning processes that make use of these technologies. To achieve this, an analysis of the 2015 and 2022 music National Curriculum was conducted, along with discussions on the necessity of technology integration in music curricula; the current middle school music textbooks were analyzed, and literature reviews, website surveys, and interviews with music education technology experts were conducted. As a result, a total of 24 technologies suitable for music activities in the areas of performance, listening, and composition at the middle school level were identified, along with their usage instructions, advantages, and disadvantages. Furthermore, utilizing those technologies, the researchers developed practical teaching and learning guides for the performance and composition areas based on the content of the 2022 music National Curriculum. As a conclusion of the research process, the researchers suggested the importance of developing music technologies that are suitable for the Korean curriculum and school environment, the necessity of learner-driven and critically receptive approaches in utilizing artificial intelligence music composition technologies, and the need for music teachers to take a leading role in the development of music education technologies.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.123
Seon-mi Lee
The purpose of this study is to propose teaching strategies based on various edutech that can be applied to music cultural heritage education. To achieve this, we examined the music cultural heritage included in music textbooks and developed a curriculum plan for different class levels and lessons. We designed a total of 6 lessons for elementary school students in grades 5 and 6, actively incorporating the use of educational technology tools in each lesson. Based on the content structure and achievement criteria outlined in the curriculum, we established four stages: Developing an Interest in Music Cultural Heritage, Researching, Expressing, and Presenting and Sharing. In the ‘Developing an Interest’ stage, real-time opinion gathering tools and quiz-based edutech tools were employed to stimulate motivation. During the ‘Researching’ stage, applications were used to enable students to collect accurate and diverse information. For the ‘Expressing’ stage, we actively utilized book creators to facilitate cooperative learning. Lastly, in the ‘Presenting and Sharing’ stage, we recommended the use of edutech tools that allow real-time sharing of thoughts and feelings through multiple connections. Based on these stages, we confirmed the feasibility of implementing music cultural heritage education with the application of educational technology. We hope that this research will serve as a helpful resource for designing music cultural heritage lessons and inspire further exploration of diverse teaching methods.
{"title":"An EduTech-Based Instructional Strategy for Music Cultural Heritage Education","authors":"Seon-mi Lee","doi":"10.30832/jmes.2023.57.123","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.123","url":null,"abstract":"The purpose of this study is to propose teaching strategies based on various edutech that can be applied to music cultural heritage education. To achieve this, we examined the music cultural heritage included in music textbooks and developed a curriculum plan for different class levels and lessons. We designed a total of 6 lessons for elementary school students in grades 5 and 6, actively incorporating the use of educational technology tools in each lesson. Based on the content structure and achievement criteria outlined in the curriculum, we established four stages: Developing an Interest in Music Cultural Heritage, Researching, Expressing, and Presenting and Sharing. In the ‘Developing an Interest’ stage, real-time opinion gathering tools and quiz-based edutech tools were employed to stimulate motivation. During the ‘Researching’ stage, applications were used to enable students to collect accurate and diverse information. For the ‘Expressing’ stage, we actively utilized book creators to facilitate cooperative learning. Lastly, in the ‘Presenting and Sharing’ stage, we recommended the use of edutech tools that allow real-time sharing of thoughts and feelings through multiple connections. Based on these stages, we confirmed the feasibility of implementing music cultural heritage education with the application of educational technology. We hope that this research will serve as a helpful resource for designing music cultural heritage lessons and inspire further exploration of diverse teaching methods.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.227
Su-Young Bae
This study was based on the ‘Affect-Space Framework (ASF)’ proposed by Schubert, North, & Hargreaves (2016) to analyze the emotional and affective responses of college students while listening to Debussy’s 「Clair de Lune」 and to deeply explore their aesthetic musical experiences. A total of 125 college students were asked to listen to the piece, and a survey was conducted regarding their emotional and affective reactions. The results are as follows: First, college students had more emotional responses than affective ones when listening to music, with responses based on an internal locus of emotion being the most prominent. Second, only 8.29% of the total responses corresponded to aesthetic emotions. This can be interpreted as most students not having an aesthetic experience while listening to Debussy’s 「Clair de Lune」. Third, there was a significant difference in the affective responses based on an external locus depending on gender. Fourth, groups who had an aesthetic experience tended to focus more on the content expressed by the music, while groups without an aesthetic experience focused more on their internal emotions. In conclusion, the ‘Affect-Space Framework (ASF)’ was highly effective in analyzing the emotional and affective reactions of college students during their listening to Debussy’s 「Clair de Lune」. Through ASF, the researcher was able to explore the deep dimensions of students’ aesthetic musical experiences, especially emotions and affections, and this provided a new direction for music education and psychological research.
{"title":"Analysis of College Students’ Aesthetic Musical Experiences through Debussy’s 「Clair de Lune」","authors":"Su-Young Bae","doi":"10.30832/jmes.2023.57.227","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.227","url":null,"abstract":"This study was based on the ‘Affect-Space Framework (ASF)’ proposed by Schubert, North, & Hargreaves (2016) to analyze the emotional and affective responses of college students while listening to Debussy’s 「Clair de Lune」 and to deeply explore their aesthetic musical experiences. A total of 125 college students were asked to listen to the piece, and a survey was conducted regarding their emotional and affective reactions. The results are as follows: First, college students had more emotional responses than affective ones when listening to music, with responses based on an internal locus of emotion being the most prominent. Second, only 8.29% of the total responses corresponded to aesthetic emotions. This can be interpreted as most students not having an aesthetic experience while listening to Debussy’s 「Clair de Lune」. Third, there was a significant difference in the affective responses based on an external locus depending on gender. Fourth, groups who had an aesthetic experience tended to focus more on the content expressed by the music, while groups without an aesthetic experience focused more on their internal emotions. In conclusion, the ‘Affect-Space Framework (ASF)’ was highly effective in analyzing the emotional and affective reactions of college students during their listening to Debussy’s 「Clair de Lune」. Through ASF, the researcher was able to explore the deep dimensions of students’ aesthetic musical experiences, especially emotions and affections, and this provided a new direction for music education and psychological research.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.97
Jiyeon Oh
This study explored the professional knowledge (PCK) of Korean traditional music that pre-service elementary school teachers should have designed classes to cultivate it, conducted practical Korean music classes for pre-service elementary school teachers, and looked at the changes in cultivation. The study was proceeded as follows.
First, PCK which is the professional knowledge of Korean music required for pre-service teachers was reviewed through previous research, and subject knowledge, teaching method knowledge, and student understanding knowledge were selected as necessary knowledge. second, In order to foster professional knowledge of Korean traditional music for pre-service teachers, the class design applying PCK was specified. Third, In order to form PCK in the designed class plan, teaching steps such as understanding the concept-exploring the concept expression of practical skills-application and execution of practical skills-internalization of practical skills-evaluating practical skills' are set, and based on this, Korean traditional music practical classes are conducted. conducted by pre-service teachers. Fourth, Through the distribution of questionnaires before and after class and the class diaries were submitted by pre-service teachers after mock lessons, changes in pre-service teachers' PCK cultivation could be confirmed.
As a result of the study, it was confirmed that there was a significant improvement in all professional knowledge of Korean music after conducting practical Korean music classes using PCK. In addition, it was confirmed that the prospective teachers gained confidence in the future Korean music class and that there was a change in their perception of the class. Through the above research results, it was confirmed that the practical education of Korean traditional music applied with PCK is effective for the development of professional knowledge for pre-service teachers and positively changes the perception of Korean traditional music education. Based on this study, research on Korean traditional music classes based on PCK should be systematically and diversely conducted, and research should be continued to prepare developmental measures to cultivate professional knowledge of traditional Korean music in pre-service teachers.
{"title":"Elementary school pre-service teachers to cultivate PCK Design and execution of Korean traditional music practical classes","authors":"Jiyeon Oh","doi":"10.30832/jmes.2023.57.97","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.97","url":null,"abstract":"This study explored the professional knowledge (PCK) of Korean traditional music that pre-service elementary school teachers should have designed classes to cultivate it, conducted practical Korean music classes for pre-service elementary school teachers, and looked at the changes in cultivation. The study was proceeded as follows.
 First, PCK which is the professional knowledge of Korean music required for pre-service teachers was reviewed through previous research, and subject knowledge, teaching method knowledge, and student understanding knowledge were selected as necessary knowledge. second, In order to foster professional knowledge of Korean traditional music for pre-service teachers, the class design applying PCK was specified. Third, In order to form PCK in the designed class plan, teaching steps such as understanding the concept-exploring the concept expression of practical skills-application and execution of practical skills-internalization of practical skills-evaluating practical skills' are set, and based on this, Korean traditional music practical classes are conducted. conducted by pre-service teachers. Fourth, Through the distribution of questionnaires before and after class and the class diaries were submitted by pre-service teachers after mock lessons, changes in pre-service teachers' PCK cultivation could be confirmed. 
 As a result of the study, it was confirmed that there was a significant improvement in all professional knowledge of Korean music after conducting practical Korean music classes using PCK. In addition, it was confirmed that the prospective teachers gained confidence in the future Korean music class and that there was a change in their perception of the class. Through the above research results, it was confirmed that the practical education of Korean traditional music applied with PCK is effective for the development of professional knowledge for pre-service teachers and positively changes the perception of Korean traditional music education. Based on this study, research on Korean traditional music classes based on PCK should be systematically and diversely conducted, and research should be continued to prepare developmental measures to cultivate professional knowledge of traditional Korean music in pre-service teachers.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.181
Eun-Ju Kim, Kyung-Hoon Min
The change in society as a whole after COVID-19 has led to the creation of a new word, new normal. It also influenced school education, and the need to reflect the changes of the new era emerged in education. School music education has also changed a lot compared to the past, but music textbooks have not reflected various changes. The purpose of this study is to explore the direction of the development of music textbooks according to the 2022 revised music curriculum in the new normal era. To this end, first, the meaning of the new normal was grasped and implications for music education were derived. Second, the characteristics of the new normal era reflected in the 2022 revised curriculum were analyzed. Third, the direction of music textbook development was explored for music education in the new normal era. As a result of the study, the implications of the new normal for music education were as follows: strengthening teacher competency, support for students, teaching and learning methods using digital technology, and the necessity of discussion to harmonize with the nature of music subjects. In addition, the characteristics of the new normal era were generally reflected in the curriculum amid the changed social background and needs. Music textbooks in the new normal era should be developed as textbooks for customized learning for learners, textbooks that embrace various aspects of music in the present and future, textbooks that seek to cultivate digital basic knowledge, and textbooks that encompass collaborative music activities.
{"title":"Exploring the direction of development of music textbooks for music education in the New Normal Era","authors":"Eun-Ju Kim, Kyung-Hoon Min","doi":"10.30832/jmes.2023.57.181","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.181","url":null,"abstract":"The change in society as a whole after COVID-19 has led to the creation of a new word, new normal. It also influenced school education, and the need to reflect the changes of the new era emerged in education. School music education has also changed a lot compared to the past, but music textbooks have not reflected various changes. The purpose of this study is to explore the direction of the development of music textbooks according to the 2022 revised music curriculum in the new normal era. To this end, first, the meaning of the new normal was grasped and implications for music education were derived. Second, the characteristics of the new normal era reflected in the 2022 revised curriculum were analyzed. Third, the direction of music textbook development was explored for music education in the new normal era. As a result of the study, the implications of the new normal for music education were as follows: strengthening teacher competency, support for students, teaching and learning methods using digital technology, and the necessity of discussion to harmonize with the nature of music subjects. In addition, the characteristics of the new normal era were generally reflected in the curriculum amid the changed social background and needs. Music textbooks in the new normal era should be developed as textbooks for customized learning for learners, textbooks that embrace various aspects of music in the present and future, textbooks that seek to cultivate digital basic knowledge, and textbooks that encompass collaborative music activities.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.143
Bolim Lee
The purpose of this study is to design music video making classes in secondary music and creative areas based on backword design. To this end, McTai and Wiggins' backword design techniques were reviewed according to the literature research method, and based on this, a three-step procedure was devised to make music videos in the creative area for secondary learners. The implications of this study are as follows. First, it is possible to secure the essence of important music curriculum content that can be hidden by video production activities. Second, evaluation criteria are clearly set even in situations where creative areas and media utilization are mixed. Third, the nature of process-oriented evaluation is very prominent. Fourth, for the purpose of achieving and transferring learners, consideration of evaluation evidence, that is, the results of activities, is conducted in various ways in depth. Finally, in establishing a 'goal-evaluation-activity plan', the organicity of each stage is strengthened and integration is possible. It is hoped that this study will be of methodological help to music creation classes using media.
{"title":"A Study on the Design of Secondary School ‘Music Video Making' Based on Backward Design","authors":"Bolim Lee","doi":"10.30832/jmes.2023.57.143","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.143","url":null,"abstract":"The purpose of this study is to design music video making classes in secondary music and creative areas based on backword design. To this end, McTai and Wiggins' backword design techniques were reviewed according to the literature research method, and based on this, a three-step procedure was devised to make music videos in the creative area for secondary learners. The implications of this study are as follows. First, it is possible to secure the essence of important music curriculum content that can be hidden by video production activities. Second, evaluation criteria are clearly set even in situations where creative areas and media utilization are mixed. Third, the nature of process-oriented evaluation is very prominent. Fourth, for the purpose of achieving and transferring learners, consideration of evaluation evidence, that is, the results of activities, is conducted in various ways in depth. Finally, in establishing a 'goal-evaluation-activity plan', the organicity of each stage is strengthened and integration is possible. It is hoped that this study will be of methodological help to music creation classes using media.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.245
Su Seong Lee
Boogie-Woogie has influenced popular music, jazz, poetry, art, and classical piano works in various art areas. This study began with the discovery of the author's perspective, who is a piano educator, that Boogie-Woogie is scattered sporadically in each volume in common among the representative piano method books in the United States. It must be meaningful to find and classify only the Boogie-Woogie genre in a comprehensive piano method books composed of vast amounts of music. Furthermore, we tried to analyze the classified Boogie-Woogie to find out their educational implications and their usage. "Piano Adventures" and "Alfred Premier Course", representative American piano method books, were the subjects of this study. First, the fact that Boogie-Woogie influenced various art genres is that it is based on the aesthetic attributes of art given by patterns. Second, furthermore, the attributes of patterns in terms of pedagogy as well as aesthetics are important. Gordon(1927-2015)'s "Pattern learning" demonstrates this. Third, Boogie-Woogie's study can also be expected to provide practical help to piano educators who want to compile piano textbooks in the future. Boogie-Woogie was worth using in the piano method books. In addition to Gordon's "Pattern learning", it was also linked to the concept of Gordon's "Audiation", "Multisensory learning". Fourth, the explanation of the Boogie-Woogie in the piano method books is insufficient. Some Boogie-Woogie pieces were specified as "Boogie" in the title, but many did not. The method of study, related contents such as the dictionary meaning of Boogie-Woogie and the music history and characteristics of the United States will be reviewed in literature. Piano Adventures and Alfred Premier Course were also classified by collecting only sporadic boogie pieces among more than 1,000 pieces. By analyzing the classified pieces, the educational implications, usage, and effectiveness of the Boogie-Woogie genre within the comprehensive piano method books were revealed, and conclusions were drawn.
Boogie-Woogie影响了流行音乐、爵士乐、诗歌、艺术和各个艺术领域的古典钢琴作品。本研究从作者作为一名钢琴教育家的视角出发，发现在美国具有代表性的钢琴方法书籍中，Boogie-Woogie在共同的每一卷中都零星地散落着。在由大量音乐组成的综合性钢琴方法书籍中，只找到Boogie-Woogie流派并进行分类，一定是有意义的。此外，我们还试图分析布吉-伍基的分类，以找出它们的教育意义和用法。本研究以具有代表性的美国钢琴方法书籍《钢琴历险记》和《Alfred Premier Course》为研究对象。首先，Boogie-Woogie之所以影响到各种艺术类型，是因为它是基于图案赋予艺术的美学属性。其次，模式在教育学和美学方面的属性都很重要。Gordon(1927-2015)的“模式学习”证明了这一点。第三，Boogie-Woogie的研究也有望为未来想要编写钢琴教科书的钢琴教育家提供实际的帮助。Boogie-Woogie在钢琴方法书中是值得使用的。除了Gordon的“模式学习”之外，它还与Gordon的“试听”，“多感官学习”的概念联系在一起。第四，钢琴方法书籍中对布吉-伍吉的解释不足。一些布吉-伍基歌曲在标题中注明了“布吉”，但许多没有。研究方法，相关内容，如布吉-伍吉的字典意义和美国的音乐史和特点将在文献中进行回顾。《钢琴探险》和《阿尔弗雷德高级课程》也在1000多首布吉舞曲中，只收集了零星的布吉舞曲，被分类。通过对分类作品的分析，揭示了布吉-伍吉流派在钢琴综合方法书籍中的教育意义、使用和有效性，并得出结论。
{"title":"The Study on the Analysis of Boogie-Woogie Style Repertoires in Piano Method Books","authors":"Su Seong Lee","doi":"10.30832/jmes.2023.57.245","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.245","url":null,"abstract":"Boogie-Woogie has influenced popular music, jazz, poetry, art, and classical piano works in various art areas. This study began with the discovery of the author's perspective, who is a piano educator, that Boogie-Woogie is scattered sporadically in each volume in common among the representative piano method books in the United States. It must be meaningful to find and classify only the Boogie-Woogie genre in a comprehensive piano method books composed of vast amounts of music. Furthermore, we tried to analyze the classified Boogie-Woogie to find out their educational implications and their usage. \"Piano Adventures\" and \"Alfred Premier Course\", representative American piano method books, were the subjects of this study. First, the fact that Boogie-Woogie influenced various art genres is that it is based on the aesthetic attributes of art given by patterns. Second, furthermore, the attributes of patterns in terms of pedagogy as well as aesthetics are important. Gordon(1927-2015)'s \"Pattern learning\" demonstrates this. Third, Boogie-Woogie's study can also be expected to provide practical help to piano educators who want to compile piano textbooks in the future. Boogie-Woogie was worth using in the piano method books. In addition to Gordon's \"Pattern learning\", it was also linked to the concept of Gordon's \"Audiation\", \"Multisensory learning\". Fourth, the explanation of the Boogie-Woogie in the piano method books is insufficient. Some Boogie-Woogie pieces were specified as \"Boogie\" in the title, but many did not. The method of study, related contents such as the dictionary meaning of Boogie-Woogie and the music history and characteristics of the United States will be reviewed in literature. Piano Adventures and Alfred Premier Course were also classified by collecting only sporadic boogie pieces among more than 1,000 pieces. By analyzing the classified pieces, the educational implications, usage, and effectiveness of the Boogie-Woogie genre within the comprehensive piano method books were revealed, and conclusions were drawn.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.25
Jung Ah Choi
The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.
摘要本研究旨在探讨以音乐为中心的STEAM探究式教育对职前幼儿教师自主学习能力、音乐内容知识和音乐教学效能的影响。本研究以B市C大学幼儿教育系44名二年级学生(实验组22名，对照组22名)为研究对象，为期15周。使用自主学习能力工具(Lee et al.， 2003)、音乐教学内容知识工具(Nam, 2014)和音乐教学效能工具(Bang and Park, 2005)，通过协变量分析检验了组间差异。研究结果表明，实验组的职前教师在以音乐为中心的STEAM教育项目中经历了基于探究的学习方法，与对照组相比，他们表现出了显著的进步。自主学习能力(学习计划、学习执行、整体自主学习)和音乐教学内容知识(特别是幼儿知识、音乐教学方法、音乐教学环境和综合内容知识)均有显著提高。此外，在音乐教学效能感中，教学能力信念、结果预期、整体效能感均有显著提升。本研究对于通过创造性和解决问题的游戏为职前幼儿教师引入与修订的Nuri课程相一致的创新音乐教育方法具有重要意义。
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Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.161
Jeoung Yeoun Han, Youngshin Go
The purpose of this study is to design a lesson model for music appreciation using ZEP. For the literature review, the researcher examined music appreciation and ZEP utilization classes. The main focus was to explore the stages of music appreciation presented by musicologists and music educators in Korea and overseas and adopt the stages of music appreciation appropriate for the use of ZEP. The second is to explore previous studies related to ZEP, and among them, studies that focus on the places constructed in ZEP and enhance the learning effectiveness in various situations and environments were selected. As a result of this study, we describe the principles of design and application of the model for music appreciation using ZEP. This is a pre-study for the implementation of a lesson using ZEP, music appreciation using the metaverse platform ZEP following the design principle, and a lesson plan. Classes using ZEP in music field are rare. However, through this study, music teachers should change the attitude of students (listeners) according to the changes in learning space of music appreciation using ZEP, induce them to be more immersed in musical works, and enhance the learning effectiveness by providing an environment where they could appreciate music from various perspectives.
{"title":"Designing a lesson model for music appreciation using ZEP","authors":"Jeoung Yeoun Han, Youngshin Go","doi":"10.30832/jmes.2023.57.161","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.161","url":null,"abstract":"The purpose of this study is to design a lesson model for music appreciation using ZEP. For the literature review, the researcher examined music appreciation and ZEP utilization classes. The main focus was to explore the stages of music appreciation presented by musicologists and music educators in Korea and overseas and adopt the stages of music appreciation appropriate for the use of ZEP. The second is to explore previous studies related to ZEP, and among them, studies that focus on the places constructed in ZEP and enhance the learning effectiveness in various situations and environments were selected. As a result of this study, we describe the principles of design and application of the model for music appreciation using ZEP. This is a pre-study for the implementation of a lesson using ZEP, music appreciation using the metaverse platform ZEP following the design principle, and a lesson plan. Classes using ZEP in music field are rare. However, through this study, music teachers should change the attitude of students (listeners) according to the changes in learning space of music appreciation using ZEP, induce them to be more immersed in musical works, and enhance the learning effectiveness by providing an environment where they could appreciate music from various perspectives.","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.30832/jmes.2023.57.203
Eun-Sook Jo
This study raised the necessity of discussing the educational value of “HyeongaGwebeom” based on the fact that Yoo Jung-gyo(柳重敎, 1832-1893) completed “HyeongaGwebeom” in 1887 as an educational tool to teach and learn Do(道) and actually contributed to Hyeonga education in his Seosa (書社). Accordingly, the purpose of this study is to distinguish and examine the meaning of Hyeonga's behavior and purpose of performance in various literature of the Joseon Dynasty, and to rediscover the educational value of “HyungaGwebeom” by sequentially considering the background and basis for establishing its own status.
To summarize the results of the discussion, first, "HyeongaGwebeom" is a comprehensive and substantive result of Yoo Jung-gyo's educational method, focusing on the educational values inherent in Hyunga(絃歌), including major music principles and theories essential for Hyunga education, picture materials including the production and performance of JaYanggeum(紫陽琴). This is interpreted as a further challenge directly implemented in real education by establishing an independent status for the performance of Hyunga(絃歌) and giving concreteness to the previous ideological and abstract meaning of Hyunga(絃歌). Second, "HyeongaGwebeom" was designed as a practical educational material for Ak(樂) used in narrative according to the Neo-Confucian thought system, and aims to realize the national virtue of completing social and national music through Hyeonga as an epic ritual. Third, "Hyunga Gwebeom" was in charge of securing specificity and practical educational functions such as inserting pictures of the production and performance methods of Jayanggeum to directly perform Hyunga's "Hyun" and "Ga," and making it easier to sing the lyrics of poetry and Yuljabo(律字譜).
{"title":"The Educational Value of “HyeongaGwebeom(絃歌軌範)”","authors":"Eun-Sook Jo","doi":"10.30832/jmes.2023.57.203","DOIUrl":"https://doi.org/10.30832/jmes.2023.57.203","url":null,"abstract":"This study raised the necessity of discussing the educational value of “HyeongaGwebeom” based on the fact that Yoo Jung-gyo(柳重敎, 1832-1893) completed “HyeongaGwebeom” in 1887 as an educational tool to teach and learn Do(道) and actually contributed to Hyeonga education in his Seosa (書社). Accordingly, the purpose of this study is to distinguish and examine the meaning of Hyeonga's behavior and purpose of performance in various literature of the Joseon Dynasty, and to rediscover the educational value of “HyungaGwebeom” by sequentially considering the background and basis for establishing its own status.
 To summarize the results of the discussion, first, \"HyeongaGwebeom\" is a comprehensive and substantive result of Yoo Jung-gyo's educational method, focusing on the educational values inherent in Hyunga(絃歌), including major music principles and theories essential for Hyunga education, picture materials including the production and performance of JaYanggeum(紫陽琴). This is interpreted as a further challenge directly implemented in real education by establishing an independent status for the performance of Hyunga(絃歌) and giving concreteness to the previous ideological and abstract meaning of Hyunga(絃歌). Second, \"HyeongaGwebeom\" was designed as a practical educational material for Ak(樂) used in narrative according to the Neo-Confucian thought system, and aims to realize the national virtue of completing social and national music through Hyeonga as an epic ritual. Third, \"Hyunga Gwebeom\" was in charge of securing specificity and practical educational functions such as inserting pictures of the production and performance methods of Jayanggeum to directly perform Hyunga's \"Hyun\" and \"Ga,\" and making it easier to sing the lyrics of poetry and Yuljabo(律字譜).","PeriodicalId":483993,"journal":{"name":"Eum'ag gyoyug gonghag","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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