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Differences in Musical Interest, Self-Efficacy, and Self-Esteem through the Convergence Education Program 'I am a Music Creator' in the Music Fairy Tale that you create yourself

  • Han, Sook-hyun (Visual Communication Design, College of Art, Kyonggi University)
  • Received : 2024.08.26
  • Accepted : 2024.08.30
  • Published : 2024.08.30
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Abstract

This study investigated the psychological effects of the creative music fairy tale 'I am a music creator' education program, which was implemented as the convergence educational program of the Seocho Innovation Education District in 2021 for a total of 8 weeks for elementary school students, on Musical Interest, Self-Efficacy, and Self-Esteem. Before verifying the effects after conducting the education program for a total of 8 weeks, a homogeneity verification of the group composition was conducted through a pre-measurement, and it was confirmed that the composition by gender and grade was homogeneous. The results of this study are as follows. First, the results of the pre-test/post-test by research subject showed that the post-test scores in Musical-Interest and Self-Efficacy were slightly higher than the pre-test scores, but there was no significant difference. When Self-Esteem was considered, There was a significant difference, and the post-test scores showed a higher average than the pre-test scores. Second, the results of the pre-test/post-test by gender of the research subject showed that the post-test scores in Musical-Interest, Self-Efficacy, and Self-Esteem for male students were slightly higher than the pre-test scores, but there was no significant difference. The post-test scores in Musical-Interest and Self-Efficacy for female students were slightly higher than the pre-test scores, but there was no real significant difference. Self-Esteem showed a significant difference, and the post-test scores showed a higher average than the pre-test scores. Third, the results of the pre-test/post-test by grade of the research subject showed that the post-test scores in Musical-Interest, Self-Efficacy, and Self-Esteem for second graders were slightly higher than the pretest scores, but there was no real significant difference. In the 3rd grade, there was a significant difference in the sub-factors of Musical-Interest, interest in music classes, and Self-Esteem, and the post-score showed a higher average than the pre-score. In the 4th grade, the post-scores were slightly higher than the pre-scores in Musical-Interest, Self-Efficacy, and Self-Esteem, but there was no significant difference. Through these results, it was confirmed that the integrated music activity approach has a positive influence on elementary school students' Musical-Interest, Self-Efficacy, and Self-Esteem, which are formed in the process of growth and development.

Keywords

Acknowledgement

Thank you CellMed for helping us write our thesis.

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