• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.664-666
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• 1999

웹 기반 교육은 학습자 중심의 교육 환경을 마련해 주고 있으며 학습자는 웹을 통해 스스로 학습하는 완전한 개별학습 뿐 아니라 학습자의 수준에 따른 심화 학습을 유도할 수 있고 교과서로 학습하는 것보다 다양한 학습 자료를 활용할 수 있으며 자기 주도적 ？？르 할 수 있는 이점이 있다. 이에 본 연구에서는 학습자가 자기 주도적으로 학습할 수 있는 이점이 있다. 이에 본 연구에서는 학습자가 자기 주도적으로 학습할 수 있는 음악과 웹 기반 코스웨어를 개발하였다. 특히 본 코스웨어는 초등 1, 3, 5학년의 음악과를 MIDI를 활용하여 개발하였다. 이의 개발로 학습자의 흥미와 호기심을 유발시켜 학습 의욕을 가져오는 환경을 구축하였다.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.234-242
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• 2004

세계는 점점 더 가까워지고 함께 공유하는 문화적 산물이 많아져 가면서 그 나라 고유의 전통문화의 존재의식은 젊은 층으로 내려갈수록 더욱 퇴색되어져가고 있다. 우리가 언제 어디서나 쉽게 듣고 즐기는 음악 또한 예외는 아니다. 쉽게 서양의 음악을 흥얼거리는 사람은 많아도 우리 국악을 흥얼거리며 가깝게 여기는 사람은 그리 많지 않을 것이다. 이에 본 연구에서는 6차 교육과정 이후 계속 그 중요성이 강조되고 있는 국악을 학생들로 하여금 좀 더 흥미와 관심을 가지고 더 잘 이해할 수 있고 더 가깝게 여길 수 있도록 하기 위해 음성게시판을 활용한 국악교육 사이트를 설계하고자 한다. 이는 초등 현장에서 교사의 수업 보조 자료는 물론 학생 개개인이 시 공간의 제약을 받지 않고 학습할 수 있으며 음성 게시판에 게재된 내용을 통해 교사의 일대일 조언은 물론 다양한 평가의 자료로 활용할 수 있도록 하고자 한다.

• Journal of Music and Human Behavior
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• v.15 no.1
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• pp.1-23
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• 2018

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.180-187
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• 2021

Many young people, who are most affected by TV audition programs and the K-pop craze, have begun to choose careers in music. They attended music classes through academies or took private lessons, and then went on to a college's practical-music department. As the number of applicants increased, competition for university practical-music programs increased abnormally. As a result, many students then started learning music at an early age through private educational institutions and academies. Afterwards, as high schools related to practical music began to appear, the number of students entering practical-music high school and technical schools increased. However, a big problem in practical-music high schools was difficulty in finding professional teachers who majored in music. This arose because it was difficult for someone with a practical-music major to acquire a full-time teaching certificate. There are many ways to obtain a teacher's license, but the only option for practical-music majors is to graduate from the Graduate School of Education. However, since the Graduate School of Education is limited to classical and traditional music, admission itself is difficult. Even if someone is accepted by the school, most of the courses consist of classical music and traditional music education, which is very difficult for someone who majored in practical music. Therefore, in this thesis, we study the current situation in practical-music high schools, looking at why a regular Level 2 teaching certificate is needed and how to obtain one.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.353-368
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• 2020

This research investigates how pre-service music teachers demonstrated pedagogical content knowledge (PCK) and self-efficacy during a 16-week Music Education Course. 37 pre-service music teachers underwent peer mentoring, and prepared teaching guides and class teaching demonstrations. At the end of the course, the 37 participants' teacher self-efficacy and PCK components (namely pedagogical knowledge, representational knowledge, subject matter knowledge, assessment knowledge, student characteristics knowledge, curriculum knowledge, and context and social knowledge) were assessed. Data on their self-efficacy and PCK were gathered through a group interview and their self-reflection journals, and analyzed as phenomenological experience research. Analyses of the data show that pre-service music teachers acquired diverse knowledge. It also showed that peer mentoring enhanced the pre-service music teachers' self-efficacy, enabling them to prepare teaching guides and confidently demonstrate classes. Thus, diverse opportunities in research and practical class demonstrations contributed to pre-service music teachers' PCK and self-efficacy.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.65-74
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• 2020

The objective of this study is to analyze educational web-sites and digital contents for elementary music class according to the 2015 revised music curriculum. First, the current status of educational web-sites that are most actively used in music class were reviewed. And the characteristics of the digital contents included in the web-sites for music education were analyzed. the primary analysis was about the service of the web-sites, and the secondary analysis was about the type of digital contents and the contents of music education. The most actively used web-sites in music classes were Edunet T-Clear, T-Sherpa, i-scream, Indischool, which differed slightly from the web-site's services and the type of digital content and contents. Specifically, the main functions for supporting music classes, the reflection of the curriculum contents, the systematicity of the materials, the objectivity and the on-site nature, and the connection with other subjects appeared differently. In order to effectively utilize digital contents in elementary music class, first, expertise of teachers for timely use of web-sitesand digital contents is required. Second, the development and utilization of various digital contents for the nature of music education is required.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.135-143
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• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.1-27
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• 2021

The purpose of this study was to investigate how primary caregivers of children with developmental disabilities aged 6 to 18 years perceived on tele-music programs in which their children participated during COVID-19. A total of 83 caregivers who voluntarily agreed to participate in this study responded to a survey either on-line or in person and 67 questionnaires were included in the final analysis after deleting 16 incomplete responses. The results showed that tele-music programs were rated somewhat suitable for distance learning but that there was still a need for adult assistance to help children with developmental disabilities participate in the program. When comparing the perceptions of caregivers who participated in remote general education versus who participated in tele-music program, significantly higher level of program engagement and positive responses from a child were perceived with tele-music program. The caregivers who participated in tele-music program showed significantly greater willingness to participate in tele-music therapy in the future than those who did not. The findings of this study presents information on how tele-music therapy has been implemented to children with disabilities and what can be considered for the the development of a tele-music therapy program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.529-538
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• 2021

This research provides suggestions for development in colleges of applied music by studying their current curriculum management status and by analyzing the curricula. To that end, this research focuses on comparing cases from four-year universities and vocational colleges. Analysis of the curricula of three departments based in Busan reveal that the curricula of applied music departments bear some resemblance to those of fine music departments, but they also have significant differences. In Busan, applied music departments have curricula influenced by fine art, but they seek differentiation in whatever ways they can. Educational institutes for applied music should expand their curricula to be more on-point, and should seek interdisciplinary courses that embrace other majors, and that promote the improvement of educational environments. Nowadays, there is a need to break away from previous discourse that happens only within the boundaries of music. For example, applied music departments could join business or media departments in launching interdisciplinary courses on music production or policies. Students would benefit from such courses as they expand the scope of their career options to consider not only being a musician but also being producers or policymakers in the arts. People from various sectors could join public discussions to jointly seek ways to promote such collaboration. Now is the time for fundamental reflection on the development of applied music in Korea.