• Journal of the Korean Home Economics Association
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• v.44 no.9
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• pp.9-19
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• 2006

The purpose of this study was to investigate the relationships among early childhood teachers' attitudes toward music education, music teaching practice, and music teaching efficacy. A total of 255 early childhood teachers participated in the study and data were analyzed through frequency, percentile, mean, standard deviation, t-test, and Pearson's correlation. The results of this study indicated that early childhood teachers' music teaching efficacy, attitudes toward music education and music teaching practice were influenced mainly by the teacher's own educational level. They also showed that early childhood teachers' music teaching efficacy, attitudes toward music education, and music teaching practice were correlated with one another. In conclusion, the early child teachers' sense of music teaching efficacy turned out to be a very important factor in early childhood teachers' music education.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.231-238
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• 2024

The purposes of the study were to examine the relationships between early childhood teachers' content knowledge on music education, attitude on music education, teaching efficacy in music, and practice in music education, and to verify the effects of early childhood teachers' content knowledge in music education, attitude on music education, and teaching efficacy in music on their practice in music education. The subjects were 360 early childhood teachers working at kindergartens and childcare centers in Seoul and Incheon metropolitan areas. The major variables were measured using questionnaires, and the collected data was analyzed utilizing SPSS 27.0. We used Pearson's correlation analysis and multiple regression analysis for the research questions along with the descriptive statistical analysis and calculating Cronbach's alpha coefficients. As the findings, early childhood teachers' content knowledge in music education, attitude on music education, teaching efficacy in music, practice in music education were statistically significantly positively correlated. In addition, early childhood teachers' content knowledge in music education, attitude on music education, and teaching efficacy in music were found to have statistically significantly positive effects on their practice in music education.

• The Korean Journal of Health Service Management
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• v.14 no.1
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• pp.103-110
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• 2020

Objectives: In this paper, we propose the ethical education direction by analyzing the personal information recognition and practice of music therapists. Methods: For the analyses, we selected 60 music therapists who answered a questionnaire from members of K Music Therapy Association, and analyzed task recognition and practice ask performance using IPA method. Results: In the IPA table, the areas of high recognition and practice (1) are the areas of personal information protection information management. In the IPA table, the areas of low awareness and high practice (2) are areas of privacy communication for those who have completed ethics education. In the IPA table, the areas of low awareness and low practice (3) are areas of privacy communication when ethics education is not completed. In the IPA table, areas of high awareness and low levels of practice (4) are areas of privacy protection. Conclusions: Continuing education should be provided to improve the curriculum on the protection of personal information for music therapists, thereby raising the awareness and practice of privacy.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.51-60
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• 2021

Due to the growth of digital media technology, there is increasing demand of personalized education based on context data of learners throughout overall education area. For music education, several studies have been conducted for providing appropriate educational contents to learners by considering some factors such as the proficiency, the amount of practice, and their capability. In this paper, a technique has been defined to recommend the appropriate music scores to learners by extracting and analyzing the practice data and chord data. Concretely, several meaningful relationships among chords patterns and learners were analyzed and visualized by constructing the learners' profiles of proficiency, extracting the chord sequences from music scores. In addition, we showed the potential for use in personalized education by analyzing music similarity, learner's proficiency similarity, learner's proficiency of music and chord, mastered chords and chords sequence patterns. After that, the chord practice programs can be effectively generated considering various music scores using the synthetically summarized chord sequence graphs for the music scores that the learners selected.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.59-69
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• 2024

Due to differences in singing styles and voice production between classical and popular music singers, their knowledge and practice regarding vocal hygiene may differ. This study compared the knowledge and practice of vocal hygiene among 121 university undergraduate students (58 classical and 63 popular music vocal majors). Additionally, the correlation between the level of knowledge and practice of vocal hygiene and the subjective voice evaluation was examined. The results revealed that both knowledge and practice of vocal hygiene were significantly higher in classical than popular music vocal majors, and that vocal hygiene practice was significantly higher than knowledge in the entire group. In addition, there was a weak positive correlation between knowledge and practice of vocal hygiene; and a weak negative correlation between vocal hygiene practice and subjective voice evaluation. This study suggests that popular music vocal majors have relatively lower levels of knowledge and practice in vocal hygiene than classical music vocal majors. It also highlights the need to provide tailored vocal hygiene education programs for both classical and popular music vocal majors, as they show low levels of knowledge and practice in certain aspects of vocal hygiene.

• Journal of Hospice and Palliative Care
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• v.23 no.1
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• pp.17-26
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• 2020

Purpose: This study was conducted to develop a hospice music therapist training program and to evaluate its effects. Methods: The educational program consisted of training on the theory of hospice and the theory and practice of hospice music therapy. The course lasted for 4 weeks, with 8 hours of training per week, and 33 music therapists completed the course. In order to assess the effectiveness of the course, participants' knowledge and confidence regarding hospice music therapy and readiness for hospice music therapy before and after education were measured. The statistical analysis was done using SPSS version 18.0 and the paired t-test was used to assess the effectiveness of the program. Results: The trainees showed significant improvements in knowledge (P<0.001) and confidence (P<0.001) in all areas of this course, as well as in readiness for hospice music therapy (P<0.001). Participants' satisfaction with the lectures was assessed using a 5-point Likert scale. The average score for all lecture areas exceeded 4 (yes), and the satisfaction level was mostly high. Students were most satisfied with the lectures on music therapy theory, followed in order by those on music therapy practice and hospice theory. Conclusion: This hospice music therapist training program is considered to be suitable because of its positive educational effects and the high satisfaction of participants with the lectures. In order to provide high-quality music therapy services to patients and their families, this training course should be regularly offered to cultivate competent music therapists, and the content of the education should be standardized and applied in various clinical settings.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.47-74
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• 2023

The purpose of this study was to develop a music teacher training program for global citizenship education and explore its effects on the participants' capacity for global citizenship. The program focused on multicultural education, including diversity and tolerance, among various topics in global citizenship education and consisted of practice to develop lesson plans for middle school music classes as well as theory about music in diverse sociocultural environments. The results showed that this program positively affected the participants' attitudes about a music teacher's role in the multicultural classroom. This program enabled participants to identify and reflect on any prejudice they may have against diversity and multiculturalism and to consider the role of music teachers in multicultural learning environments. The program also helped the participants develop greater self-efficacy as music teachers in multicultural environments and see music as a symbolic expression and a social and cultural product. Finally, the participants showed their positive attitude toward transformative pedagogy and considered various topics in global citizenship education beyond diversity and multiculturalism through multilateral understanding and exploration about music based on theory and practice in global citizenship education.

• Journal of Music and Human Behavior
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• v.12 no.2
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• pp.61-77
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• 2015

The purpose of this study was to investigate music therapists'use and perception of computer-based music technology. Questionnaires were distributed either electronically or in-person to 367 music therapists with credentials. Of the 367 initially distributed questionnaires, 101 were returned and 61 were analyzed after excluding 40 incomplete responses. The survey was comprised of two sections: the use of music technology and perceived importance of music technology in music therapy practice. The results showed that 65.6% of the respondents had used music technology in their clinical practice. The most frequently used type of music technology was Finale, followed by Garage band, and Cubase. With regard to the areas where music technology was used, it was implemented primarily for adolescents for musical or emotional goals, and was applied most frequently as a musical resource. In addition, most respondents showed a positive attitude toward music technology and added that they would need to be trained to use music technology for their clinical practice. These results provide practical information on how music therapists use and perceive computer-based music technology, and its implication for music therapy clinical practice.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.102-113
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• 2012

The effort to generate new values in this age of digital technology characterized by rapid changes in information and knowledge demands transformations not only in the sociocultural and educational spheres but also specifically in the field of arts and culture education. One of the greatest transformations is emphasis on integration and consilience among different fields which has impacted the field of arts and culture, giving birth to the practice of arts and culture education. Digital technology actively utilizes in lots of subjects, which, also becomes a challenging factor for the field of arts and culture education. In this context, this study theoretically considered to approach music technology to use for the field of arts and culture education. Utilization of music technology takes interdisciplinary approaches combining various subjects in the field of arts and culture education. Considering the current circumstances in which there is a lack of teaching and learning methodologies which reflect the unique, specialized nature and the intrinsic originality of the field of arts and culture education. It is deemed that by accumulating more case studies applying music technology in practice to a wider variety of targets and situations. Music technology will serve the role of an important a learning tool for the arts and culture education field.

• Journal of Music and Human Behavior
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• v.8 no.2
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• pp.1-20
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• 2011

The purpose of this study was to examine the clinical practice-related anxiety and coping strategies in music therapists. 81 music therapists who are members of the National Korean Music Therapist Association, completed the self-report questionnaires. Results in this study showed that the highest rating scores were found with relationship anxiety, followed by musical performance anxiety and performance anxiety. As causing factors for each anxiety type, uncooperative behaviors and attitudes of clients were reported to highly affect interpersonal anxiety; improvising music during music therapy sessions for musical performance anxiety, and observations of music therapy sessions by staff and related professionals for performance anxiety. Regarding coping strategies used by the respondents, cognitively questioning anxiety issues was most frequently used to deal with performance anxiety; actively involving in behavior modification of clients for relationship anxiety, and practicing music skills for musical performance anxiety. The results provided descriptive information of anxiety and coping strategies that music therapists experienced. Also, this study indicates how music therapists would deal with anxiety-inducing situations and develop their coping strategies for better clinical practice.