• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.63-76
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• 2006

Melody is defined as adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. Since 1980, there has been much research on the relationship between academic skills and music cognitive skills, and how to transfer the skills learned in music work to the academic learning. The study purported to examine various research outcomes dealing with the correlational and causal relationships between musical and academic skills. The two dominating theories explaining the connection between two skills ares are "neural theory" and "near transfer theory." The theories focus mainly on the transference of spatial and temporal reasoning which are reinforced in the musical learning. The study reviewed the existing meta-analysis studies, which provided evidence for positive correlation between academic and musical skills, and significance of musical learning in academic skills. The study further examined specific skills area that musical learning is correlated, such as mathematics and reading. The research stated that among many mathematical concepts, proportional topics have the strongest correlation with musical skills. Also with reading, temporal processing also has strong relationship with auditory skills and motor skills, and further affect language and literacy ability. The study suggest that skills learned in the musical work can be transferred to other areas of learning and structured music activities may be every efficient for children for facilitating academic concepts.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.648-658
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• 2020

In essence, Musical theatre is a multimedia show, so when you listen to musical numbers, you will experience it through multiple senses. Therefore, in order to analyze musical numbers, emphasis should be placed on its interaction with various media such as lyrics, dance, and theatre, which have a direct association with the music. Through the Conceptual Blending Theory, which can comprehensively consider the combination of text and music, the combination of movement and music, and the combination of visual elements and music, this study analyzes the music of Musical . By exploring the result of interaction between lyrics and music, the interaction between choreography and music, and the interaction between stage and music, the artistry and intrinsic value of the work can be proved. In addition, we can discover the process and system of integrated interpretation through music analysis applying Conceptual Blending Theory. Therefore, Conceptual Blending Theory has sufficient utility as a methodology for music analysis of musical theatre.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.372-382
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• 2018

Understanding is the foundation of music appreciation, the ultimate goal of music learning. The purpose of this research was to create a model for the integration and implementation of Gordon's music learning theory principles into Suzuki violin instruction. This research shows how audiation can be taught within the framework of the Suzuki philosophy and curriculum. It is expected that Gordon's music learning theory can provide Suzuki teachers with unique capabilities for teaching musical understanding, specifically through the development of audiation. Through an audiation-based approach to Suzuki instruction, thus, young violinists will be able to learn to comprehend the tonal and rhythmic aspects of the music they perform. Future researchers may wish to assemble a more complete guide to the tonal and rhythm patterns used in the Suzuki repertoire. Furthermore, additional lesson plans and activities can and should be developed that represent the application of music learning theory to Suzuki violin instruction.

• Journal of Music and Human Behavior
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• v.2 no.1
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• pp.47-65
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• 2005

One of important goals for early childhood music learning program is to build a positive attitude toward music. Positive attitude toward music is a basic condition on effective music education for all ages of children including early childhood. Although scholars realize such importance of positive music attitude, much research for creating educational environment to foster a positive music attitude has not been performed. Edwin E. Gordon who found a music learning theory for early childhood emphasized the importance of enriched musical environment. Very young children should be provided best quality of music in an interactive way. Audie's important method of education is to provide young children with a variety of musical activities containing the materials in the ordinary life. Through this method, children accept music as close as friends who are always beside themselves, which naturally builds a solid foundation for audiation for children.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.143-149
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• 2010

Although importance of music education for the mentally retarded children is realized, it is hard to improve study effects for those children with the existing music education methods due to cognitive disorders of the children. In the paper, we propose a system to improve music cognition ability of the mentally retarded children. The system is designed based on the existing MMCP theory. Our system has the following characteristics. First, the system can improve cognitive, physical, social and emotional development as well as development of music cognition ability. Second, the individualized music education is possible for the children. Third, more active and interactive education is possible.

• Journal of Music and Human Behavior
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• v.11 no.1
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• pp.63-82
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• 2014

This qualitative study investigated how a music therapy program was experienced by juvenile offenders of school violence who were under a conditional suspension of indictment. Six adolescents participated in 12 consecutive weeks of group music therapy sessions, and were interviewed individually based on open-ended questions addressing key constructs of self-determination theory, which are autonomy, competence and relatedness. Using this framework, data was deductively analyzed using a modified grounded theory. The analysis also investigated how such impact of music therapy transferred or expanded to their everyday life. The analysis revealed that the properties of autonomy included making choices of songs and instruments, deciding how to play, and expressing opinions about music. Competence was associated with developing skills on musical instruments, creating own music, concentrating on their own project, and demonstrating their abilities. Relatedness were related to collaborating, exchanging opinions, and playing a part in musical projects. In addition, it was found that they also experienced shifts in consciousness and behavior, expanded self-awareness, and mutual exchange and group support. Lastly, it was revealed that the positive emotional and behavioral changes they experienced in music also appeared in their school life.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.1-15
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• 2010

The purpose of this study is to inquire into the theoretical background of music therapy interventions for the improvement of mathematical concepts among young children with special needs. The researcher provides a basis of theoretical background about musical activities as an effective tool for young children to understand and promote their mathematical concepts, and the necessity of practical application in the field of mathematics education is suggested. Music, as a multi-sensory modality, has an ability to hold and maintain one's attention, and can be used as a memory aid and a powerful and effective motivator and reinforcer for young children. Therefore, musical activities can be used to facilitate mathematical concepts in the field of education for young children. Possible musical activities for promoting mathematical development are suggested, and the necessity for developing various musical activities is discussed.

• Journal of the Korean Society for Library and Information Science
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• v.32 no.2
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• pp.5-34
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• 1998

The purpose of this study is to develop an idealistic scheme for the classification of Korean music. The ideal classification of Korean music should cover as much knowledge and materials of Korean music as possible. In this study, therefore, Korean music, Korean musicology and music materials were examined first as the backgrounds. Then classification schedules for Korean music including 679 Korean music of KDC were selected, and their expansion aspects and the problems were analyzed. The conditions and the possibility of developing an ideal classification schedule of Korean music were sought through reanalyzing the problems found in these existing classification schedules. As the result of this study a new classification schedule of Korean music was proposed.

• Journal of Music and Human Behavior
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• v.21 no.1
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• pp.1-27
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• 2024

This study investigates the link between music integration in the lives of adults in their twenties and their school music experiences. Ten individuals in their twenties were interviewed to explore their experiences based on the self-determination theory's fundamental psychological needs (autonomy, competence, and relatedness). Participants were categorized into an active music engagement group (5 individuals) and an inactive group (5 individuals) for individual interviews. Transcripts were analyzed following the five steps of grounded theory data analysis technique. Results indicated a strong connection between music activities during school years and current motivation for music integration, associated with the fulfillment of psychological needs outlined in the self-determination theory. Particularly, this study identified the instructional methods, school music activities, and performance evaluations as closely related to autonomy, competence, and relatedness. It offers a comprehensive analysis of how experiences in these areas during school music activities correlate with values and motivations for music integration in adulthood. Additionally, the study suggests ways to promote the voluntary incorporation of music into life through positive experiences of autonomy, competence, and relatedness in music activities.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.670-677
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• 2007

본 연구는 기존의 미디어 연구 내에서 시각미디어에 비해 상대적으로 그 중요성이 간과되어 왔던 음악미디어에 대한 계보적 접근을 통해서 MP3의 사회문화적 의미를 고찰해보는 시론적 성격을 가진 연구다. 이러한 분석을 위해서 고립주의적인 미디어 연구와는 달리 미디어 사이의 상호관계적인 맥락에서 미디어를 파악하는 미디어 재매개 이론을 이론적 기반으로 해 MP3에 대한 분석을 시도한다. 이러한 연구의 결과로 본 연구에서는 음악미디어의 재매개 과정을 소리의 비매개성과 인터페이스의 하이퍼매개성이라는 이중 논리로 분석했다. 또한 음악미디어 재매개의 관행으로 이동성과 사사화라는 측면에서 MP3가 기존 음악미디어들이 가지고 있던 '이동성과 사사화'에 '밀도의 심화'를 가져왔다고 밝혔다. MP3의 시공간성은 음악미디어의 청각적 시공간성과 모바일 기기들이 가지는 모바일 시간성의 융합을 통한 '모바일 음악 시공간성'으로 개념화 했으며, MP3의 사회적 물질적 차원의 재매개를 통한 듣기 체계의 변화는 저작권 문제와 음악가들의 지위의 변화의 차원에서 고찰되었다.