국제이해교육의 음악교과교수법 사례 연구 : 일본 전통음악교수법의 현장연구를 중심으로

홍주희(Hong Joo-Hee) 동북아시아문화학회 2008 동북아 문화연구 Vol.1 No.17

Music is the medium to convey the human emotion directly to the human mind and facilitates the communication of language and custom with others. And it is possible to understand th times and cultural zone in which the music was generated because music itself contains the characteristic of the times and cultural zone in which it was made. Furthermore, it has the advantage that the subject of music can excitingly attain the difficult objective of education, international understanding. The curriculum of Korea has been reorganized seven times since the enactment and declaration of the 1st curriculum according to the Educational Law and its Enforcement Ordinance enacted in 1955. The nature of the music subject in the 7th Curriculum includes an understanding of basic musical concepts, the experience of diverse musical activities, interests in music and the attitude of enjoying participation in it and reflects the education of international understanding and multi-culturalism. 'It is necessary to understand he feature of each musical culture and its historical and cultural value by meeting diverse times, style and cultural zone as well as our music and comparing the heritage of our musical culture and that of other countries. Thereby, it is necessary to succeed to and develop our musical culture and contribute to the new musical culture. This corresponds with an understanding of musical concepts through the music of diverse times and cultural zones. It is a high time to know that the music of other people as well as the music of one's people is valuable. When the musical value of other people comes to be understood in earnest, the musical educator of each country would come to have the 'comprehensive vision' and 'balance'. For this purpose, the musical educators of each country need to exchange information on the present situation and task of the education of their traditional music and can cooperate with each other when their mutual advantages are learnt and understood. This study was intended to understand Japanese music and contribute to the teaching method of learner-teacher of traditional Korean music education by investigating the case of traditional Japanese music education in the seminar in which I participated as the learner. The research method is the field study to understand traditional Japanese music while learning the representative Japanese string instrument of 'Goto' and the percussion instrument of 'Wadaiko'. The field study was conducted concerning the case of music education through the traditional Japanese musical instrument of 'Goto' and the case of the teaching method based on the traditional music performed in the traditional festival conducted in real life in relation to the theory and practice of current traditional Japanese music education provided for children based on the contents of the amended 7th Curriculum. This study is concerned with the contents of the teaching method of the teacher in which I participated in the learner's position because it is the case study of traditional japanese music education concerning the teaching method of teaching-learning. The education of international understanding through music should be focused on enabling students to study the musical characteristic proper to a country and the knowledge or full story related to the music while experiencing the music of diverse countries. The teacher should develop the content and method of teaching and learning by cultivating the ability to know and recognize the value proper to diverse music of several countries. It is thought that the case of traditional japanese music education presented in this study will be helpful for the teaching method of our traditional music as well as an understanding of traditional Japanese music. In addition, subsequent studies should be conducted concerning the cases of field music education of diverse foreign countries.

통합교육(Inclusive Education)의 실천을 위한 음악 수업 연구

승윤희(Song In sub) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.4

Inclusive education is for all students. Inclusion is the practice of educating students with disabilities in regular classes for all, or nearly all, of the day instead of in special education classes. Inclusive education in this country has been developed to concentrate on the quality of education for students with disabilities. Inclusive education programs seek to promote educational achievement in the general education curriculum for all students. Therefore, improvement in the quality of education is important in inclusive education. According to research, many teachers think that music, art, and physical education classes are easy targets for inclusion. However, inclusive teaching programs and class designs for these so-called ‘easy’ classes have not actually been studied. In music education, there is little research that focuses on students with disabilities and issues related to their placement in regular music education classrooms. The purpose of this study is to propose a theoretical foundation for inclusive music classes, leading to correct practices, and to apply the Orff method to three models for inclusive music class based on music concepts, music activities, and development of creativity. The ultimate goal is to provide a meaningful music experience to all students. For successful inclusive music education, consistent study is needed for development of effective teaching/learning methods. A cooperative study with special education and special music education professionals will help to promote student participation in meaningful learning activities and attainment of proper educational achievements for all students. 통합교육은 통합학급의 모든 학생들에게 유의미한 학습 경험을 제공하는 교육적 통합이 이루어질 때 진정한 의미를 가진다. 현재 우리나라 통합교육은 일반교육과정에서 의미있는 교육적 성과를 얻을 수 있도록 장애학생을 위한 교육의 질을 제고하는 것으로 집중되고 있다. 이러한 교육적 통합의 실천은 모든 교과에서의 수업 연구와 통합학급 교사의 전문성을 필요로 한다. 일반적으로 음악교과는 통합교육이 수월한 교과로 인식되고 있지만 통합교육을 위한 음악 수업 연구는 매우 미흡한 수준으로 나타난다. 본 연구의 목적은 통합교육의 올바른 실천을 위해 통합학급 음악 수업의 이론적 기반을 제시하고, 일반학생과 장애학생 모두에게 유의미한 음악경험을 제공하기 위한 방법으로 오르프(C. Orff)의 교수법을 통합학급의 음악활동에 적용함으로써 음악 수업에 있어서 교육적 통합의 방법을 모색하는 데 있다. 통합학급에서의 음악 수업은 개념 중심, 활동 중심, 창의성 계발 중심의 수업으로 제시되었다.

A Study of the Orff Teaching Method on Interpersonal Skills, Self-Esteem, and Well-being of Music Education Undergraduates

Han Wei KOREA INSTITUTE FOR HUMANITIES AND SOCIAL SCIENCES 2023 Journal of Arts and Cultural Studies(ACS) Vol.2 No.1

The Orff method is one of the most popular music teaching systems in the world. It was first created by the famous educator and child musician Carl Orff and has since been inherited and developed by many experts. With the reform and opening up of China and the introduction of Orff’s music teaching method, the theoretical and practical aspects of music education in China have quietly changed. In this study, the effects of the Orff method and the traditional method on the interpersonal skills, self-esteem and well-being of music education undergraduates at GG University in China were investigated using an experimental control method. The results of the study showed that under both teaching methods, the interpersonal skills, self-esteem and happiness of the music education undergraduates in the experimental group were significantly higher than those in the control group after 12 weeks of the Orff teaching method intervention (p<0.05), therefore, it was concluded that the Orff teaching method could influence emotion regulation, strengthen positive emotions and regulate individuals’ negative emotions, enhance interpersonal skills, self-esteem and happiness, guiding the university students to face future development and challenges with confidence, maintaining their mental health, and promoting the better development of education. In the past, the study of the Orff music teaching method was only limited to the musical initiation of children from kindergarten to primary school. However, as more and more people around the world study and practice the Orff education system, it has been extended to secondary schools, universities and colleges. It has now been extended to a wide range of areas such as secondary schools, music classes in colleges and universities, music therapy and health for the elderly, with people of all ages enjoying the benefits of Orff music education. This study demonstrates that the Orff method can influence emotion regulation, strengthen positive emotions and regulate negative emotions of individuals, and enhance interpersonal skills, self-esteem and well-being.

포스트 코로나 시대 대응 방안을 위한 온라인 음악교육 연구 고찰

이수연 ( Yi Soo Yon ) 한국예술교육학회 2021 예술교육연구 Vol.19 No.3

본 연구는 포스트 코로나 시대의 대응 방안을 마련하기 위해 온라인 음악교육 연구를 고찰하는 것에 목적이 있다. 이를 위해 2011년부터 2021년까지 국내 학술지에 게재된 48편의 논문을 분석한 결과는 다음과 같다. 첫째, 온라인 음악교육 연구의 수행률은 2011년부터 점차 증가하였고, 코로나19가 발생한 직후인 2020년도에 급격히 증가하였다. 둘째, 온라인 음악교육 연구 주제와 방법은 인식도 및 요구도와 만족도 요인, 현황 및 실태 조사, 방안 제시, 지도안 및 콘텐츠 개발과 적용, 수업 설계 등을 주제로 연구가 수행되었으며 코로나 19 발생 이후에는 온라인 콘텐츠 개발 연구가 활발히 수행되었다. 셋째, 온라인 음악교육 방식은 콘텐츠 개발제공, 온라인 플랫폼과 시스템을 활용하여 학습자와 소통, 온/오프라인, 실시간/비실시간의 융복합 블랜디드러닝, 실시간 온라인 수업 진행, 실음 중심 및 자기 주도적 연습과 실천 방식 등이 사용되었다. 온라인 음악교육 효과성 및 만족도 요인은 교수학적 내용의 난이도와 적절성, 이러닝 서비스 시스템 환경과 기술, 학습자 참여도와 자기주도 학습 능력, 학습 촉진을 위한 교수학적 전략, 상호작용과 소통에 있었다. 온라인 음악수업의 장점은 시공간 제약과 한계 극복, 교수법과 교구 교재의 창의적 개발과 활용, 학업 성취도 및 동기 부여의 자가 평가 가능이었다. 온라인 음악수업의 어려움 및 문제점은 소프트웨어 기술의 한계, 실음 중심 음악교과 수업 진행의 어려움, 수업의 참여도와 몰입도 저하, 교사 역량 부족이었다. 넷째, 포스트 코로나 시대 음악교육을 위한 향후 요구도 및 대응 방안으로 온라인 콘텐츠 개발과 교육 환경 개선, 실음 중심 수업 진행 및 평가 방식과 시스템 구축, 다자간 소통과 교류 확대 방안 마련, 학습자 개별 관리 및 맞춤형 학습 시스템 구축, 교사역량 개발 및 지원으로 나타났다. 본 연구는 온라인 음악교육 실태와 포스트 코로나 시대의 대응 방안을 제시한 것에 의미가 있으며 향후 다각적 측면에서의 온라인 음악교육 연구가 수행되기를 기대한다. The purpose of this study is to examine online music education research for response to the Post-COVID era. For this purpose, the results of analysis of 48 research published in domestic journals from 2011 to 2021 are as follows. First, online music education research increased gradually from 2011, and the performance rate in 2020, right after the outbreak of COVID-19, increased rapidly. Second, the topics and methods were investigating the awareness and demand, satisfaction factors, current conditions and actual conditions of online music education, suggesting plans, development of guidance, class design, verification, content development and class design were conducted. Also, research on the development of teaching materials and contents for online music education was actively conducted. Third, online music education methods were content or site utilization, communication with learners using online platforms and systems, on/offline, real-time/non-real-time convergence learning, real-time online classes, real sound-based or self-directed practice. The online music education effectiveness and satisfaction factors were found the difficulty and appropriateness of contents, e-learning service system, learner participation and learning ability, pedagogical strategies to promote learning, interaction and communication. The advantages of online music classes were to overcome time-space limitations, creative development and use of teaching methods and materials, self-evaluation of academic achievement. The difficulties and problems of online music classes were found to be limitations in software technology, difficulty in conducting music-oriented classes, lower participation, lack of teacher competency. Fourth, the response to the Post-COVID era were music education content development, online education environment improvement, practical sound classes and evaluation methods, multilateral communication, individual learner management and customization, learning system construction, teacher competency development. This study is meaningful to suggest the current state of music education and it is expected that music education research will be conducted in various aspects for the Post-COVID era.

국악 교수학습법 관련한 국내 연구의 융·복합적 연구 동향 분석 - 2000~2010년대를 중심으로 -

허문정(Hur, Moon Jung) 한국전시산업융합연구원 2020 한국과학예술융합학회 Vol.38 No.2

일반적으로 국악은 전통음악을 의미하며, 사람들은 흔히 양악과 구분하여 인식한다. 이러한 국악에 대한 교육은 양악과는 다른 한국 문화예술의 전통을 승계하고, 창조적 발전을 위한 활동을 의미하며, 최근에는 기존 전통적인 방식의 교육에서 탈피하고 있다. 이러한 변화는 단순히 국악을 전승하는 것이 아니라 융·복합적인 측면에서 국악 교수학습법이 현대적으로 변화함을 의미한다. 이러한 변화에도 불구하고 국악 교수학습법에 대한 연구는 제한적이다. 본 연구의 목적은 국악 교수학습법 주제 논문의 최근 연구 동향을 메타정보로부터 개략적으로 고찰하여 보기 위한 것이다. 이를 위하여 2000년대부터 2018년 말까지 간행된 국악교육 분야 박사학위논문 및 학술지 게재 논문의 연구동향을 살펴보려 한다. 분석을 위하여 동 기간동안 실제 지도 방안 및 적용 효과 등에 관해 연구를 수행한 선행연구는 워크숍 간행 논문, 학위논문의 게재 논문 및 기타 중복 논문을 제거하고, 온라인 데이터베이스 상에 공개되지 않은 채 서지정보만 공개된 논문을 배제한 결과 총 286편의 선행연구를 연구 대상으로 한다. 분석결과, 연구 대상은 초등학생에 집중되어 있으며, 지도방안, 교육과정 순으로 연구주제가 높은 것으로 나타난다. 연도별로는 2000년대 전반기에는 초등학생 대상의 지도방안 연구가 주류를 이루었으며, 2000년대 후반기에는 전반기에 비하여 교육과정에 대한 연구가 증가하였다. 다음으로 2010년대 전반기에는 음악교과서 관련 연구가 증가하였으며, 2010년 후반기에는 다시 교육과정에 대한 연구가 증가하였다. 이러한 연구결과를 바탕으로 본 연구에서는 국악교수학습법 관련 연구 흐름을 살펴봄으로써 보다 체계적인 국악 교수학습법의 연구기반을 마련하고자 한다. 또한, 후속 연구에서는 국악 교수학습법 분야의 선행연구에서 미진했던 연구 분야, 자주 채택되지 않았던 연구방법론 및 연구대상으로 잘 다뤄지지 않았던 교육 편제를 파악하고, 이로부터 새로운 연구의 방향을 찾는 작업이 수월해질 것을 기대한다. In general, korean traditional music refers to traditional music, and people often recognize it separately from wester music. This education on korean traditional music refers to the succession of the tradition of Korean culture and art, which is different from that of both musical instruments, and the activities for creative development, and has recently been breaking away from the traditional way of education. These changes mean that the method of learning Korean traditional music teaching is not merely a transfer of korean traditional music, but a modern change in the method of learning korean traditional music in terms of convergence and synthesis. Despite the changes, research on the method of teaching Korean classical music is limited. The purpose of this study is to look at the recent research trends in the thesis on the subject of the korean traditional music teaching method by overviewing them from meta-information. To this end, the research trends of doctoral dissertations in the field of Korean traditional music education and published papers in academic journals, published from the 2000s to the end of 2018, will be reviewed. A leading study that conducted research on actual guidance methods and application effects during the same period for analysis removes workshop publications, academic papers, and other duplicate papers, a total of 286 pre-research studies will be studied as a result of excluding papers that were not released on the online database but only bibliographic information. According to the analysis, the subjects of the study are concentrated on elementary school students and the subjects of the study are high in the order of teaching methods and curricula. By year, in the first half of the 2000s, the study on teaching methods for elementary school students was mainly conducted, and in the latter half of the 2000s, the study on the curriculum increased compared to the first half. Next, in the first half of the 2010s, the number of studies related to music textbooks increased, and in the latter half of 2010, the number of studies on the curriculum increased again. Based on these research results, this research aims to prepare a more systematic research foundation for the korean traditional music professors learning act by examining the flow of research related to the korean traditional music teaching method. Further, we hope that the follow-up research will make it easier to identify the areas of research that were not developed in prior research in the field of Korean traditional music teaching and learning methods, and educational subjects that were not well dealt with as subjects of research.

음악극을 통한 통합적 유아음악 학습지도 방안연구

오영민 ( Young Min Oh ) 한국달크로즈유리드믹스학회 2009 종합예술과 음악학회지 Vol.3 No.1

급변하는 오늘날의 현대 사회는 유아들에게 지금까지 강조되었던 지능 및 인지적인 학업 성취 능력뿐만 아니라 더 나아가 창의적 표현력, 비판적 사고, 탐구적 문제 해결 능력 등을 가진 인간으로 성장하기를 원하고 있다. 이러한 사회적 요구에 부응하여 교육계도 변하고 있으며 음악교육의 필요성과 함께 유아음악의 중요성이 강조되고 있다. 유아음악교육은 크게 음악감상하기, 노래 부르기, 악기 다루기, 동작으로 표현하기 등의 음악 활동으로 구분되어 진다. 이러한 음악 활동들은 분리되어 다루어지기도 하지만 최근에는 여러 영역 간의 통합교육 형태를 보이고 있는 것이 특징이다. 통합 교육 과정이란 영역 간이나 교과목 간의 구별이 되지 않는 단일화된 교육 과정으로, 전통적인 교과나 영역의 경계를 넘어서서 주제를 중심으로 필요한 영역들이 연합되는 것이다. 즉, 이는 통합적인 경험을 통해 한 가지 주제나 개념을 다양하고 유용하게 교육시키는 접근 방법을 모색하고 있다. 이러한 통합적 접근법을 유아음악교육에 접목 시킨 예로 `음악극`이 있다. 음악극은 유아가 좋아하는 요소들인 음악, 이야기, 무용, 시각예술, 상상적 요소 등이 포함된 교육활동으로 음악적, 극적, 미술적 경험뿐만 아니라 창의적, 정서적인 경험을 제공하기도 하며 유아의 삶을 직, 간접적으로 표현하기도 한다. 통합적 음악활동으로서의 음악극에 대한 연구와 함께 음악 극의 교육적 효과가 입증되고 있어 그 중요성이 날로 높아지고 있으나 아직까지 이에 대한 연구는 미약한 편이다. 이에 본 연구는 통합적 음악활동으로서의 음악극의 특성과 교육적 가치에 주목하여 유아들이 음악극을 교과 과정 속에서 체계적으로 경험할 수 있도록 하기 위한 지도방안을 연구하고자 한다. Recently, the importance of music education for young children has been increasingly emphasized. In line with educational trend that aimed at comprehensive and holistic education, music education for young children also seeks for holistic development of young children through comprehensive music education that integrates separated music areas. Comprehensive music education enhances the quality of learning by integrating not only music curriculums but also other subject areas. Comprehensive music activity escapes from passive and non-creative music education that focuses on the acquirement of musical techniques and tries to make children freely express their thought and feelings through music. In this study, music drama was presented as an effective alternative of music education for young children. According to previous research, music drama generates a variety of positive effects such as improvement in musical ability, improvement in language ability, the establishment of self-concept, and the facilitation of growth development. In the study, the importance of music for young children and the values of music drama were explored through theoretical background. Then, a method of teaching comprehensive music drama was produced from teaching methods in separate music areas. With the observation that music drama is a form of dramatic play, the study developed music drama into mine stages on the basis of Shaftel`s eight-stage process for dramatic play. Based on this, the study aimed at presenting a method of teaching music drama that integrates not only separate music areas but also other subject areas. In the fourth unit, `music drama class in practice`, Kongjwi and Patjwi, a popular Korean fairy tale, was written in scenario for music drama and music drama class was planned. A teaching method that integrated music and other subject areas, with a focus on the tale`s main theme that good is rewarded and evil is punished, ability to resolve difficult problems, and personality to help people in need, was presented. In order to prove the suitability of the method of teaching music drama, nine sessions of class involving 20 young children (10 girls, 10 boys) aged 5 were actually conducted. As a result, works produced by children and their changed behaviors indicated that children successfully learned the fairly tale`s theme and lesson as had been planned. In addition, as seen in terms of the improvement in music ability and theoretical background, the class proved various educational values of music drama. Music drama that enables comprehensive learning can achieve various objectives of education. Teachers of young children need to notice the accomplishments of comprehensive music education by music drama and plan music drama class that attempts to integrate various areas. Furthermore, they should make efforts to develop teaching methods to conduct various and interesting music dramas at actual classes.

엘리엇의 실천주의 음악교육철학에 입각한 『매직핑거 피아노』 교재 분석

배수영 한국음악교육공학회 2020 음악교육공학 Vol.0 No.42

The purpose of this study was to analyze the ‘Magic Finger Piano’ method books based on Elliott's praxial philosophy of music education. For this purpose, 16 books of ‘Magic Finger Piano’ method series were selected. In order to find out the extent to which Elliott's praxial philosophy of music education was reflected in the method books, first, the requisites for piano method books based on praxial philosophy of music education were analyzed. Music education in a cultural context, learning musical knowledges through musicing, and developing critical musical thinking are the requisites emphasized in praxial philosophy of music education. As a result of analyzing the method books according to the requisites emphasized in praxial philosophy of music education, ‘Magic Finger Piano’ method books clearly reflect Elliott's praxial philosophy of music education, in that it contains songs that Korean students can develop musicality in Korean social and cultural context; formal music knowledge such as score reading, meter, rhythm, form, and phrasing and informal music knowledge such as technique were designed to be developed through musicing; and learning activities such as improvisation and use of recorded accompaniments for ensemble which enables the development of critical musical thinking were presented. In conclusion, the ‘Magic Finger Piano’ method books clearly reflect Elliott's praxial philosophy of music education. 본 연구의 목적은 엘리엇의 실천주의 음악교육철학에 입각하여 『매직핑거 피아노』 교재를 분석함으로써 국내 피아노 교재의 새로운 동향과 교육적 의의를 살펴보는 것이다. 이를 위하여 『매직핑거 피아노』 레슨교재 8권과 레퍼토리교재 8권, 총 16권을 연구대상으로 선정하였다. 엘리엇의 실천주의 음악교육철학에서 강조하는 문화적 맥락 속에서의 음악교육, 음악하기를 통한 음악적 지식의 학습, 비평적 음악적 사고의 계발을 바탕으로 교재에 수록된 악곡, 학습내용, 학습과정, 학습 활동을 분석하였다. 연구결과, 『매직핑거 피아노』 교재에는 국내(구전)동요, 영화·광고·게임음악, K-Pop 음악 등 우리나라 학생들이 우리 사회의 사회·문화적 맥락 속에서 음악하기를 통한 음악성을 계발할 수 있는 악곡들이 수록되어 있으며, 독보, 조성, 박자, 리듬, 형식, 프레이징과 같은 형식적 음악지식과 테크닉과 같은 비형식적 음악지식이 실제 음악하기를 통한 과정적 지식으로 학습할 수 있도록 개발되어 있었다. 또한 즉흥연주와 녹음된 음원을 활용한 앙상블 연주 활동 등 비평적 음악적 사고를 계발할 수 있는 학습활동이 제시되어 있었다. 결론적으로 『매직핑거 피아노』 교재는 엘리엇의 실천주의 음악교육철학이 뚜렷이 반영되었다고 볼 수 있다.

누리과정을 반영한 오르프 음악교수법의 적용 현황 연구 : 영유아 대상 음악특별활동기관을 중심으로

고유정(Ko You Jung) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.2

본 연구는 오르프 음악교수법을 공통적으로 적용하여 영유아 대상 음악교육프로그램을 제공하고 있는 국내 음악특별활동기관의 교육프로그램이 국가교육과정인 누리과정을 어떻게 반영하고 있는지를 파악함으로써, 영유아 대상 음악교육프로그램의 누리과정 적합성 정도를 이해하고자 하였다. 이를 위해 5년 이상 영유아 대상 음악교육 프로그램을 운영 중인 2개 기관을 대상으로 문헌연구 및 참여관찰을 진행하였다. 오르프 음악교수법을 전체적으로 적용하고 있는 A기관과 부분적으로 적용하고 있는 B기관의 음악교육 프로그램을 중심으로, 2020년 11월 1일부터 11월 30일까지 온오프라인을 대상으로 자료를 수집하였으며, 이를 바탕으로 오르프 교수법의 학습단계와 학습매체 측면의 적용 현황, 누리과정의 방향성 및 목표, 예술경험 영역의 내용범주 적용 현황을 분석하였다. 결과적으로 오르프 음악교수법을 부분적으로 적용하면서 다양한 음악교수법을 활용하고 있는 음악특별활동기관 B의 영유아 대상음악교육 프로그램이 ‘놀이 중심’을 강조하는 누리과정과의 적합성 정도가 더 높은 것으로 분석되었다. 이를 바탕으로 국가적 차원의 원활한 누리과정 운영을 위해서는 국내의 영유아 대상 음악특별활동기관의 음악교육 프로그램이 오르프 음악교수법 외의 다양한 음악교수법을 바탕으로 누리과정과의 연계성을 강화해 나갈 필요가 있다는 시사점을 도출하였다. This study seeks to understand the degree of suitability of the Nuri Curriculum in the program of early childhood music education by figuring out how the domestic institutions of early childhood music education reflects the national Nuri Curriculum in the program of early childhood music education. For the research, the literature review and participation observation were conducted for two institutions that have operated the program of early childhood music education for more than five years. Data collection was implemented online and offline from November 1st to November 30th, 2020. The data is mainly about the music education program run by the institution A which wholly applies the Orff’s method of teaching music and the institution B which partly applies it. Based on this, we analyzed the current status of application in the field of art experience from the perspective of the Orff teaching method and learning medium as well as direction and goals of the Nuri Curriculum. As a result, it was analyzed that the institutions of early childhood music education B s program has a larger degree of suitability with the Nuri Curriculum. Thus, it has the implication that the domestic music institutions’ early childhood music education programs need to strength the connectivity with the Nuri curriculum based on various methods of teaching music including Orff.

Exploring Cross-Cultural Experience in Didactic Early Childhood Music Education: A Case Study in Indonesia-Germany

레리 쿠르니아와티 한국음악교육학회 2024 음악교육연구 Vol.53 No.3

Music education for young children in Indonesia often lacks a thorough, student-centered approach. In contrast, Germany has long used didactic methods to teach music effectively to children. This article presents a qualitative case study comparing early childhood music education in Indonesia and Germany. Data were collected through direct observations in three educational institutions and semi-structured interviews with two German experts in early childhood music education. The findings revealed that there are different cross-cultural experiences of music learning in Indonesia and Germany in terms of cultural context, music education system, technical approach, community performance and collaboration. Seen from its characteristics, music education didactical learning approach is suitable and promising to be implemented in Indonesia. Furthermore, it is evident there is a need to balance teacher-centered and students-centered learning, in order to better address students' individual needs while maintaining the crucial role of teachers. Exploring early childhood music education methods in Germany can inspire educators and policymakers in Indonesia to develop a more diverse and inclusive approach to early childhood music education. This approach should integrate children's needs and interests and support the development of creativity and various abilities.

음악치료활동을 통한 도덕적 역량 강화 방안

성현영,박균열 인문사회 21 2023 인문사회 21 Vol.14 No.2

This paper aims to explore how music therapy program activities can affect moral identity, moral sensitivity, moral judgment, moral responsibility, and moral practice presented as moral competence. This study considered theory and practice at the same time because it derives a practical plan for strengthening moral competence through music therapy activities. Regarding the change of virtue through music, various theories of all times and places were referred to, and the methodology of modern moral education was used to derive practical measures. This presents specific methods of moral education through music therapy in music education classes after reviewing various previous studies related to music therapy, music, morality, moral education, etc. from all over the world. Music therapy activities can contribute to strengthening moral competencies such as stability, arousal of interest, and arousal of motivation, as they proceed step by step according to the purpose of the music activity program. Therefore, it can be used as a reference material for teacher education because it can provide field teachers of music education and moral education with specific plans on how to conduct the class using music therapy activity techniques, and academically, it can be used as a reference material for music education and moral education. It can be used as a reference material for researchers, such as suggesting the possibility of an integrated teaching and learning method of education.