The purpose of this study is to develop a blended-learning based teaching method for middle school students on nationalism music, which emerged against Romanticism in the late 19th century, and the prominent group of nationalism composers, the Russia ...
The purpose of this study is to develop a blended-learning based teaching method for middle school students on nationalism music, which emerged against Romanticism in the late 19th century, and the prominent group of nationalism composers, the Russia Five.
To this end, this study investigated the concept, types, and characteristics of blended learning, explored cooperative learning models for students’ class involvement, and selected models that could be applied to each class topic. In addition, a literature review was conducted to examine the development of nationalist music in the 19th century. A comparative study was also conducted for each platform to select one to be used in the blended learning class.
At the beginning of the study, a teaching plan where three sessions of face-to-face classes are provided with online formative evaluation was developed, which was experimented with two experts including one incumbent middle school music teacher and eight students for validity. As a result, two different problems were identified. First, the duration of 45 minutes per class was too tight to perform all the stages of the Jigsaw Ⅲ model. Second, the core of the class was “content learning,” which could turn into “a game” for the formative evaluation, resulting in the tail wagging the dog.
By resolving such problems based on the Z-type blended learning, where online and offline classes alternate according to the learning content of each class, a five-session teaching plan was developed using three cooperative learning models. The first session is an offline class that uses the STAD model to teach the emergence of nationalism music in the late 19th century and the development in each country, including Russia, Czech Republic, Finland, and Norway. In the second and third sessions, the Jigsaw Ⅲ model is used. The second session is an offline class where an expert leads learning activities on the Russia Five, and the third session provides an online class including peer-tutoring activities within the population. In the fourth and fifth sessions, card news-making activity is conducted on the Russia Five based on the GI model. The fourth session is an online class, where small groups are formed to assign roles and perform exploring and making activities, and the fifth session is an offline class consisting of group presentations and self-evaluation.
For the online class platform, available functions were selected by comparing and analyzing them focusing on accessibility. For group activities, Zoom was selected as the class platform since it offers the Zoom Room function, and ThinkerBell was selected as the activity support platform for its various learning contents on the website.
This study developed blended learning-based teaching and learning contents for music history by utilizing an online learning platform as an alternative to the existing music history class, where students appreciate music after listening to what the teacher has to present. Using blended learning, the scope of learning is expanded through various channels, and learning materials tailored to the needs of each student can be provided, reducing learning deficits. In this regard, even after the COVID-19 pandemic is over, blended learning will be positioned as an important teaching and learning method in education.
In conclusion, the teaching guidance and contents developed in this study are expected to be utilized in blended learning for music and follow-up research. Additionally, the results of this study are expected to be reorganized for the effective classes on the music history of a range of times.