Case Analysis of Music Therapy Courses in Music Productions with Project Based Learning (PBL)

Abstract

The purpose of this study is to analyze the cases of music therapy application with K University Music Production, a four-year College in Korea, based on Project Based Learning (PBL). To this end, 26 students were asked pre-post questionnaires, team presentations and evaluation of mock session, in-depth interview and evaluation by professors for 16 weeks in class, and the results were examined and analyzed in depth.
 A total of three projects were implemented in this class, and each course consisted of four stages: problem presentation (introduction), planning and exploration (basic cooperative learning), problem resolution (advanced collaborative learning), presentation and evaluation, and designed to enable student-centered self-directed learning to proceed. In addition, for all activities carried out in the process of overall project performance, the process-centered evaluation of the professor evaluation, peer evaluation and self-evaluation was conducted. As a result, learners were able to develop problem solving skills in the process of organizing and collaborating on learning content, and in the activity process of the music therapy session team, favorable result was found for the realization of the field-centered practical ability of music production.