• Proceedings of the Korea Contents Association Conference
• /
• 2019.05a
• /
• pp.151-152
• /
• 2019

본 연구는 음악전공생들이 졸업 후에도 음악 산업 내 다양한 분야에서 능력을 발휘할 수 있도록 국내 음악대학 교과과정 개선방안에 주요 목적을 두고 있다. 이를 위해 국내 음악대학 현황, 대학구조조정과 음악대학의 변화, 국내외 음악대학 교과과정과 관련한 선행연구를 실시하였다. 이 후 음악교육전문가 10인 대상으로 음악대학 커리큘럼에 대한 심층인터뷰를 수행하였으며 개선방안을 제시하였다.

• Journal of Gifted/Talented Education
• /
• v.24 no.5
• /
• pp.807-827
• /
• 2014

The purpose of this study was to extract and validate the educational goals and the subjects for developing a music gifted curriculum. Based on literature review and analysis of music gifted curricula in foreign countries, 19 educational goals and 18 subjects were derived from literature review and analysis of music gifted curricula in foreign countries. To validate the educational goals and the subjects, delphi survey was carried out twice with 26 expert panelists in the field of music, music education and music gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. The final set of educational goals for music gifted education included 6 skills related goals, 4 creative expression related goals, 4 knowledge related goals, and 2 attitude related goals. The final set of subjects included 4 major-specific subjects, 5 foundational subjects, 4 theory-related subjects, 3 integration and social participation related subjects. The results of this study can be used as baseline data to develop a music gifted curriculum by providing ideas for deciding what to teach and why to teach in music gifted education.

• Journal of Music and Human Behavior
• /
• v.7 no.2
• /
• pp.47-63
• /
• 2010

The purpose of this study was to evaluate the perception of current music therapy curriculum perceived by music therapy graduate students who are currently enrolled in the program. A total of 100 students responded. The subject 'music therapy techniques'(23.2%) was identified as highly regarded topic as important subject matter. Respondents showed different levels of skills and confidence according to their previous major areas; music vs. non-music major. Regarding the clinical practicum, students in the higher level practicum showed higher competence; however the level of competence was decreased as they entered the internship. Also 'Counseling and psychology related subjects' was the most preferred subject (19.7%) and 'professionalism as a music therapist' was the most significant factor indicated by the respondents(51.8%). Overall, general information and perception regarding music therapy curriculum was described, and the results implies the importance and needs of future music therapy curriculum development.

• Journal of Music and Human Behavior
• /
• v.16 no.1
• /
• pp.89-117
• /
• 2019

The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

• 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
• /
• 2007.08a
• /
• pp.273-279
• /
• 2007

수학은 생활의 기본이 되는 도구 교과이다. 그 중에서 아동들이 가장 중요하지만 어려워하고 후속 학습에까지 영향을 미치는 것은 구구단이다. 고학년이 되어서까지 곱셈 구구를 못 외우는 학생들은 지도가 어려울 뿐만 아니라 이후에도 지속적으로 수학 학습에서 뒤떨어지게 된다. 하지만 암기가 중심이 되는 부분이라 다른 것들보다 학습의 흥미가 떨어지고 시기를 놓치면 학습이 점점 더 어려워지는 단점이 있다. 이에 지금까지 어려웠던 어렵고 암기위주로 흘러가던 구구단을 음악과 연결시켜 보는 것은 어떨까란 생각을 하게 되었다. 여기에서 쓰이는 음악들은 모두 초등학교 교과서에 있는 음악으로 아동들이 친숙하게 느낄 수 있는 음악들이다. 이 소프트웨어는 2학년 뿐만 아니라 구구단을 어렵게 느끼는 고학년의 학습에도 도움이 되도록 제작하였다. 프로그램은 전체 구구단인 2$\sim$9단을 다루도록 하였으며, 각 단은 4개의 파트로 구성되어 있다. 1단계에서는 1-각 수까지 반복해서 세는 연습을 하였고, 2단계에서는 반복했던 수를 연결하여 띄어세기 연습, 3단계에서는 2단계에서 했던 띄어세기를 확장하여 구구단 연습을 해 볼 수 있도록 하였다. 정리단계에서는 각단의 구구단을 랜덤으로 배치하여 구구단의 복습이 될 수 있도록 하였다. 2,4,5,6,8단은 각기 박자에 맞춰서 구구단을 외우는 것이고 5,7 단은 박자에 맞추기 어려우므로 글자수에 맞춰서 구구단을 외우도록 하였다. 박자에 맞추는 것이 주가 아니라 수학을 배우는 것이 중심이므로 틀린 박자에 맞는 숫자를 누르는 것은 반응하지 않도록 하였다. 구구단 중간에 있는 수까지를 전부 제시함으로써 큰수와 띄어세기 그리고 구구단과의 관계를 이해할 수 있도록 하였다.

• Journal of Music and Human Behavior
• /
• v.8 no.1
• /
• pp.61-81
• /
• 2011

This study conducted a survey of 117 music therapy graduate students from four schools in their second through fifth semester who have sufficient clinical training experience to form a basis for satisfactory clinical training. The result shows that the respondents reported their highest satisfaction levels with their course and curriculum (3.78), followed by supervision (3.75) and clinical training (3.65). In general, students who did not major music as undergraduates showed higher satisfaction levels. The satisfaction level of students in the earlier stages of clinical training is generally high. However, it gradually decreases as they move to more advanced stages, and increases somewhat during the internship training period. The supervisor's role was a decisive factor in reported levels of satisfaction with supervision and clinical training, and the music therapy element was a decisive factor on the course and curriculum satisfaction level, This survey is meaningful as it paves the way for the development of more satisfactory clinical training, and offers important guidelines to students in terms of the kinds of talents and characteristics they should develop.

• 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.

• 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.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.1 s.35
• /
• pp.55-68
• /
• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.