The purpose of this study is to develop a teaching method for creation music drama by applying integrated teaching method for music, singing, and dancing to grade 5 students. Through this method, we tried to improve interest in Korean traditional musi...
The purpose of this study is to develop a teaching method for creation music drama by applying integrated teaching method for music, singing, and dancing to grade 5 students. Through this method, we tried to improve interest in Korean traditional music, musical expression, and creativity and develop confidence, pride, cooperative mind, and emotional stability.
As for contents and methods, firstly, the integrated teaching method of music, singing, and dancing and music drama were analyzed to set up a goal and contents in development of teaching method for creative music drama. Secondly, integrated teaching of music, singing, and dancing and music play were reviewed and the learning content of narrative music creation in 2009 Elementary School Music Curriculum was briefly analyzed. Thirdly, based on the result of analysis above, we developed 6-staged teaching plan for music drama by applying integrated teaching of music, singing, and dancing.
The teaching plan for music drama creation with application of integrated teaching of music, singing, and dancing is as follows. As a stage to sing while playing the instrument with understanding the tone, a teaching method to teach about songs and rhythm as the fundamentals of music drama was developed in the 1ststage. As a stage to learn body expression, the 2ndstage developed a teaching method to express through body along music by mastering songs and movements of ‘Cheong-eo-yeok-gi(pul-gi)’ and ‘Deok-seok-mon-gi(pul-gi)’ among all of the stages in ‘Gang-Gang-Sul-Rae.’ In the 3rdstage, where script structuring method as the basis of music drama is understood and the script is dramatized, a teaching method was developed for students to learn basic composition principle of script and survey, select, modify, and create the topic of the story that they want to express through their own conversations and discussions. In the 4thstage, which is to divide the roles, a teaching plan was developed to divide roles of students into narrator, actor, instrumentplayer, singer, and dancer. In the 5thstage, as a stage of creative expression with music, singing, and dancing, a teaching plan was developed for practice of realistic script reading and creation of songs, sound effects, and body expressions which match with the scenes and situations. As a stage of sage preparation and presentation, appropriate props and backdrop were made to prepare and present the main presentation which was followed by evaluation.
As results from application of teaching plans developed as above, their interest in Korean traditional music, musical expression, and creativity were improved, first of all. Second, their confidence, pride, and cooperative mind were improved. Third, they become stable in their emotion and those with aggressive attitude considerably decreased. It was confirmed that the procedure of integrated learning and expressing it with music drama has advantage in pursuing the goal of musical education curriculum compared to learning songs, instruments, and dance separately.
Based on the result above, some suggestions are presented here. First, it is necessary to secure enough hours for effective application of integrated teaching of music, singing, and dancing. It is because there must be clear limits in fully expressing and feeling the beauty of our traditional music in the curriculum in which singing, instrumental music, appreciation, and creation are separately taught. Second, it is necessary to develop more various topics for music drama. Since the existing stories have advantages in that they are old, familiar, and well-made but are not close to the lives of students, they have limits that it is hard to arouse their will to make expressions. Third, which is the most important, is that not only the procedure for teaching music drama but also the easy opportunities to access Korean traditional music must be newly expanded in the time and area of students’ lives.