• Proceedings of the KAIS Fall Conference
• /
• 2010.05b
• /
• pp.867-870
• /
• 2010

본 논문에서는 실용음악학과를 지원하는 수험생들의 입시준비교육기관인 실용음악학원의 교육과정과 실태에 대하여 기술한다. 또한 영리 목적의 대형 실용음악학원들의 입시 프로그램과 다양한 세부전공 수험생들의 보편적 전략을 비교함으로써 입학 후 실기 곡 위주의 입시교육으로 인해 발생할 수 있는 신입생들의 전공실기 이수능력문제와 대학의 실용음악교육과정 운영상의 문제점을 분석한다. 아울러 일관성 있는 심화교육을 위하여 실용음악학원과 대학 상호간의 교육프로그램 연계와 실용음악학원의 단계별 입시프로그램을 제안하고자 한다.

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

• Journal of Music and Human Behavior
• /
• v.19 no.1
• /
• pp.69-92
• /
• 2022

The purpose of this study was to present a methodology for reconstructing the curriculum to provide appropriate music education to students with special needs in inclusive classrooms. This study presents a customizing music curriculum reconstructing model for students with special needs. This model consists of six stages: analyzing students' characteristics and educational needs, analyzing the common music curriculum and basic music curriculum, establishing specified assessment criteria for achievement standards, analyzing the music textbook for the common curriculum and basic curriculum, reorganizing educational activities in music units, and conducting differentiated music instruction. This study presents an example of the customization process and focuses on a creative music activity for students with intellectual disabilities. Recommendations and guidelines for reconstructing the curriculum to best meet the educational needs of students with special needs are provided.

• The Journal of the Korea Contents Association
• /
• v.18 no.1
• /
• pp.381-394
• /
• 2018

The purpose of this study is to develop the elementary 'after school' smart music education program using smart devices in connection with elementary school curriculum of 2015 music and education. The research method was based on the data related to the after school education program and the music-related contents of the current elementary school curriculum. And a smart music education program was developed by applying the contents of elementary school music curriculum to practical music using smart devices. The study result suggests three programs with 16 times. Through this program, we can expect diverse, systematic and continuous music education rather than one-sided or one-off music education which are provided by the existing public education courses. Through the field experience, students will be able to directly experience arts and cultures as well as to awaken their potential artistry and creativity. In addition, it is expected that it will help to reduce the economic burden by reducing the burden of private education expenses through the after school program and to realize the qualitative growth of music education in schools.

• The Journal of the Korea Contents Association
• /
• v.13 no.7
• /
• pp.473-483
• /
• 2013

In the 21th century, world citizens have more chances to meet and interact with people from different cultural or ethnic backgrounds than ever before. It is therefore inevitable that multiculturalism has become one of the integral part of music education. Educators in every field should make conscious efforts to provide opportunities and experiences for students so that they can adequately cope with these culturally diverse encounters. This study is to grasp the current state of multicultural education in the teacher education program in Korea and America. Also it is aimed to figure out the current multicultural music course offerings available for undergraduate music education majors at the selected 10 American Universities. It is expected that this study may suggest an idea of multicultural-world music education in teacher education.

• 한국정보교육학회:학술대회논문집
• /
• 2010.08a
• /
• pp.143-149
• /
• 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 Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.771-797
• /
• 2015

The purpose of this study was to assess musically gifted students'needs in order to develop the gifted curriculum in music. The survey was carried out with 103 musically gifted students who are being educated in institutes for the gifted. The survey asked the needs about components of the gifted curriculum in music: the educational objectives, contents, teaching strategies, evaluation as well as educational environment influencing on the curriculum. As for the objectives, the result showed the highest needs was the ability to communicate with audience by expressing one's feeling. For the high school students, a large number items had significant differences between the necessary level and the current level. As for the contents, the highest needs were the class piano, second instrument, and the experience of the musical field. High school students needed the second instrument more than middle school students did. As for the teaching strategies, the highest needs were the autonomous choice by learners, the instruction pursuing learners' interests, and the field work. As for the evaluation, the highest needs were the peer evaluation and the evaluation on the collaborative performance or team work. As for the educational environment, the gifted in music strongly needed spaces to practice instruments. Additionally, high school students needed a space to perform like a concert hall. Thus the gifted curriculum in music must be thoroughly developed based on the result above.

• 한국정보교육학회:학술대회논문집
• /
• 2005.08a
• /
• pp.145-152
• /
• 2005

음악과 교육은 학생의 잠재력과 창의성을 개발하고, 음악을 통하여 자신의 감정과 생각을 표현하도록 하며, 삶이 질을 높이고 전인적인 인간이 되도록 하는데 그 목적이 있다. 특히, 창작 분야는 자신의 음악적 아이디어를 창출함으로써 자기를 구현하고 자신의 음악성에 대한 자부심을 느끼며 창작의 능력을 향상하는 기회를 제공한다는 점에서 음악의 여러 분야 중 가장 적극적인 음악 체험이라고 할 수 있으나 학교 교육에서는 여러 교육여건의 부재로 인한 어려움으로 가장 소홀히 다루어지고 있는 영역이다. 따라서, 본 연구는 학습자가 창의성 교수-학습에 입각한 세 종류의 단계를 거쳐 음악적 기본개념에 대한 원리 및 기능을 습득하고, 직접 작곡하고 실음을 통해 이를 듣고 수정할 수 있도록 하여 학습자로 하여금 창의력을 보다 향상시킬 수 있는 음악창작학습 시스템을 설계한다.

• Journal of Music and Human Behavior
• /
• v.4 no.2
• /
• pp.106-114
• /
• 2007

Many scholars, clinicians and faculties of music therapy have dealt various issues on educational and clinical curricula for training music therapists. Depending on the philosophical orientations of educational institutes, the emphasis are different. The purpose of this paper is to examine and identify the areas for competency for gaining qualification in music therapy by reviewing the definitions of music therapy from the academic and professional perspectives; discipline-based, practice-based, and intrapersonal competency. The unique characteristics of music therapy as a professional discipline should be reflected in its curriculum and training content. Educational strategies need to be formulated to strengthen intrapersonal competency. The paper also discussed the consequential gains accordant with intrapersonal competency such as personal self-help skills using musical resources and coping with burnouts.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.12
• /
• pp.597-607
• /
• 2019

In this study, we suggest a policy for setting the direction of Jeju Music Education with implications from the process of arranging philosophical theories related to music education and analyzing advanced cases. The philosophical theories of music education were examined by Schiller, Steiner, Dewey, Bourdieu, Reimer, and Elliotts. In addition, this study checked the lessons in music education programs in Germany, Venezuela, and Finland, and we make policy suggestions in four contexts to set the direction of music education in the Jeju community based on interviews with 10 experts. Suggestions for improving social awareness of music education, suggestions for music education in the elementary and secondary public school sectors, in the proposals for music education in the lifelong education sector, and the suggestions for institutional policy all included music education professionals recruited from among the culture and art sectors within the Jeju Special Self-Governing Province's Cultural Policy Division. Music advisors were also recruited from the music and sector music councils within the Jeju Special Self-Governing Province Council.