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김서경,송예순 부산교육대학교 교육대학원 2003 논문집 Vol.5 No.-
Based on musical concepts acquired through prestudying by students, music teaching leads to the learning and growth of music by expressing and studying of ideas and feelings of musical knowledge and growth deepened and enriched by now learning. As significant standpoints contemporary music education, the musical concepts which give an insight for musical structure are the main contents of the 7th revised Elementary Music Curriculum in National Standards. Even though children react to music intuitively, their reaction depends on understanding of music and acquiring of music concepts. These concepts enable learners to be transferred from the known or unknown to the newly known, generalizing and broadening their knowledge and comprehension of music. Unlike other skills, musical concepts are not learned directly. When children experience them personally by interaction that is affected by topics and those concepts through meaningful activities, they are acquired and learned more efficiently. Therefore, to make musical activities meaningful, listening activities that which can draw musical reaction should be preceded. Thus, this thesis is directed to the reference research on Boardman's descriptive learning which draws musicality and creativity by providing sensible and listening ability and methods that help you understand the concepts through music. In addition it is also directed to the methods that can be applied to practical leaning. Boardman's methods of Descriptive Approach Learning is based on Bruner's Modes of Knowledge Representation, which can design musical growth through the method of representation of thoughts feelings, ideas. Based on the theoretical methods stated above, this thesis analyzed the music textbooks for third, fourth, fifth and sixth graders and divided teaching into three description area describing with movement, visual and verbal images. Each area representation. The strategy was organized in order to be applied to the development of learning of musical behavior in every musical activity in real lessons as either a major activity or a minor one. Moreover, it can possible function as a alternative for music appreciation classes and also show new directions of music teaching by materializing unified link between performance and creation learning activities. It is recommended that more specific and practical methods on Boardman's Generative Approach to Music Learning be researched and accepted, which will generate another succeeding research on unified learning method linked to describing, performing and creating.
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