School Music Classes Research Articles

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

중등학교 기악 교육의 내용과 방법, 평가에 관한 실태 분석

This study aims to analyze the current state, perceptions, and demands related to instrumental education in secondary school music classes, which has been receiving increasing emphasis in recent years, in order to identify issues and discuss possible solutions. To achieve this, various literature on the content, methods, and assessment of instrumental education was reviewed. Based on this review, a survey tool was developed to examine the actual state and demands of instrumental education, and a survey was conducted among secondary school music teachers across the nation. Statistical analysis was performed on the responses from 63 participants. The analysis revealed that secondary school music teachers strongly recognized the necessity of instrumental education. As a result, it was found that the majority of class time in music lessons is devoted to instrumental education. Most teachers also perceived a high level of student participation in instrumental lessons and held a very positive view of instrumental education. However, instrumental education was mainly limited to solo instrument instruction, focusing on posture, techniques, and basic performance skills, while instrumental ensemble activities were not well implemented, despite teachers’ high awareness of their importance. The predominant teaching method involved teachers directly demonstrating through performance and using modeling as an instructional approach. However, teachers felt that their own performance skills were inadequate. In terms of assessment, it was found that the evaluation of artistic and creative expression was not being adequately conducted.

Diversified Teaching Practice of High School Music Appreciation Course under the Background of Core Literacy

In order to deeply implement the requirements of the new curriculum standards and cultivate the core competencies of high school students in music, this article is based on the background of core competencies and explores the practical path of diversified teaching in high school music appreciation classes. The application of diversified teaching methods is conducive to improving the effectiveness of cultivating students core competencies in high school music appreciation courses. By adopting different teaching strategies, the teaching content of music appreciation courses can be further enriched, which is conducive to meeting the learning needs of different students.

A Survey and Research on the Current Situation of the Introduction of Chinese Ethnic Instrumental Music into Classes ——Taking Jining of Shandong Province as an Example

Chinese traditional ethnic musical instruments have undergone a legacy of five thousand years, from the exquisite bone flutes of the ancient Xia and Shang dynasties to the pinnacle of plucked string music in the Sui and Tang dynasties. Many ethnic instruments and musical pieces with enchanting tones and boundless charm have been passed down, making them a brilliant gem in the world of music. Since the early 1990s, Xu Le has advocated for the inclusion of these excellent traditional instruments in primary and secondary school music classes to enrich the content of music education and strongly promote the implementation and popularization of aesthetic education policies. Chen Jinfeng believes that take introducing ethnic instrumental music as basic education can comprehensively cultivate students’ interests, enrich their aesthetic experiences and tastes, and achieve a high degree of integration between traditional ethnic instrumental music and quality education. This paper investigates the implementation of introducing ethnic instrumental music into classroom in three primary and secondary schools in Jining, Shandong Province. The data is collected and analyzed by field interviews and online questionnaires. And the necessity and urgency of introducing ethnic instrumental music is highlighted after summarizing, comparing and analyzing the study. It is hoped that this research will continuously propel the introduction of ethnic instrumental music in primary and secondary school curricula, contributing to the enhancement of overall quality and the popularization of aesthetic education.

음악교육의 역사적 관점에서 바라본 초등학교 저학년의 ‘즐거운 생활’

This research proceeds from posing a question whether the ‘enjoyable life’ in Korea is justified from a vantage point of music education. The writer highlights historical contexts between the general school music class and the ‘enjoyable life’ as an integrated subject. And then, the curricular for the ‘enjoyable life’ are analytically examined for the connection between music class and the ‘enjoyable life’. In ancient times, a comprehensive music education was recommended as it is shown in works of Confucius or Plato. Music was also a significant subject matter in elementary schools in the Christian culture where singing hymns established an educational tradition as a process of socialization. However an aesthetic and humanistic approach, for example by Rousseau or Pestalozzi, is regarded as the cornerstone of modern music education in elementary school. The ‘enjoyable life’ in Korea emerged in 1980s which seemingly succeed to traditional music class, and eventually claimed an independent subject, but from the perspective that music curricula can lead holistic development in children, it has been unsuitable for integrative education. Thus, the writer proposes to restore the music class instead of ‘enjoyable life’ in elementary school and to enhance teaching methods for integrated music education.

Student Attitudes and Teacher Strategies in the Aesthetic Education in Chinese Middle School Music Classes

This study aims to explore the current state of music education in Chinese middle schools within the context of aesthetic education. It focuses on middle school students attitudes toward aesthetic education and the challenges and strategies music teachers face when implementing aesthetic education in their classrooms. Through questionnaires and interviews with 13 music teachers and 1032 students from 7 middle schools in Guangdong Province, this research reveals that students generally have a positive attitude toward aesthetic education, considering it an essential part of their holistic development. However, the study also identifies multiple challenges teachers face in implementing aesthetic education, including varying interests and levels of understanding among students, curriculum design and textbook selection, and a lack of adequate teaching resources and support. In response to these challenges, teachers have adopted a series of strategies, such as innovating teaching methods, utilizing technological tools, and enhancing teacher-student interaction, to improve the effectiveness of aesthetic education. This study provides an empirical basis for improving the quality of music education in Chinese middle schools and offers suggestions on how music teachers can effectively implement aesthetic education.

Analysis of Video Contents for Teaching and Learning Used in School Music Classes

Analysis of Video Contents for Teaching and Learning Used in School Music Classes

고등학교 음악비평문 지도방안 연구

Objectives The purpose of this paper is to provide teaching methods for guiding music criticism in Music Appreciation and Criticism, one of the High School Music Career-related Subjects.
 Methods The authors have reconstructed Stolnitz's art criticism and presented three musical criticisms, contextual criticism, intrinsic criticism, and impressionist criticism; we have applied Feldman's four critical stages, description, analysis, interpretation, and evaluation to the three types of musical criticism. We have also presented a model of what should be included in each stage so that students can actually write criticism of musical works.
 Results In the first stage, explanation, students can obtain some information on the composer's biography and background of the work from textbooks and introductory books, and describe musical surface such as tonality, beat, rhythm, etc. When guiding students on the second stage, analysis, let them identify the components of the music and the characteristics of the piece. In the next stage, interpretation, students are asked to find musical meaning based on the analysis, describe the work in a social or historical context, or contextually reveal their subjective feelings about the work. In the final stage, evaluation, the teacher makes students judge the meaning and value of the piece.
 Conclusions This study is significant in that it systematizes and presents a framework for writing in high school music criticism classes. Through this study, we hope that discussions on music criticism will be actively conducted and contribute to school music education.

고든의 R.S.T.P. 초등학교 음악수업 적용 방안 - 동요, 기악곡, 감상곡, 전래동요 제재곡 예시 중심 -

The purpose of this study is to reveal the differences between Gordon's R.S.T.P. 8-step singing instruction method and other rote song teaching methods through comparison and to develop a method to apply Gordon's R.S.T.P. 8-step teaching process in elementary school music classes in Korea.
 The subjects of the study are each stage and corresponding contents of Gordon's R.S.T.P. singing instruction and selected songs from the current music textbook to which it will be applied. As a result of the study, it was discovered that Gordon's R.S.T.P. singing instruction unlike other singing instruction methods was designed to systematically practice recognizing Macrobeats and Microbeats, recognizing Resting Tone and practicing singing the tone, and practicing Audiation, which can be represented by the ability to inner listening.
 In addition, it was revealed that Gordon's R.S.T.P. can be easily applied to elementary school music education in Korea, and six ways to apply it to actual music classes were proposed.

고든의 R.S.T.P. 초등학교 음악수업 적용 방안 - 동요, 기악곡, 감상곡, 전래동요 제재곡 예시 중심 -

The purpose of this study is to reveal the differences between Gordon's R.S.T.P. 8-step singing instruction method and other rote song teaching methods through comparison and to develop a method to apply Gordon's R.S.T.P. 8-step teaching process in elementary school music classes in Korea.
 The subjects of the study are each stage and corresponding contents of Gordon's R.S.T.P. singing instruction and selected songs from the current music textbook to which it will be applied. As a result of the study, it was discovered that Gordon's R.S.T.P. singing instruction unlike other singing instruction methods was designed to systematically practice recognizing Macrobeats and Microbeats, recognizing Resting Tone and practicing singing the tone, and practicing Audiation, which can be represented by the ability to inner listening.
 In addition, it was revealed that Gordon's R.S.T.P. can be easily applied to elementary school music education in Korea, and six ways to apply it to actual music classes were proposed.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

Efficient Application of Musical Instruments in Primary School Music Class under the Background of New Curriculum Standard—Taking Organ Performance as an Example

Efficient Application of Musical Instruments in Primary School Music Class under the Background of New Curriculum Standard—Taking Organ Performance as an Example

Effects of Max/MSP Based Orff-Schulwerk Software for Secondary School Music Classes on Singing Skills

Bu araştırma kapsamında, ortaokul müzik dersi kazanımlarının büyük bir çoğunluğunu kapsayan söyleme kazanımı temel alınarak 5. Sınıf müzik kitabından seçilen okul şarkıları Orff-Schulwerk teorisi ile eşliklendirilmiş ve sanal bir eğitim materyali hazırlanmıştır. Hazırlanan yazılımda, şarkılara ait eşlikler ve kullanılan Orff çalgıları somut bir şekilde gösterilmiş, müziğin ana unsurları belirgin bir şekilde aktarılmaya çalışılmıştır. Yazılım, sınıflardaki akıllı tahtalarda kullanılmış, öğretim sürecine daha fazla duyu organının dâhil edilmesi ve bu duruma bağlı olarak başarının artırılması hedeflenmiştir. Çalışmada, “Orff-Schulwerk Yaklaşımı” doğrultusunda oluşturulan müzik eğitim yazılımının öğrencilerin şarkı söyleme becerisi üzerine etkisi ne düzeydedir?” sorusuna cevap aranmıştır. Bu bağlamda, yöntem olarak gerçek deneme modellerinden ön-test-son-test kontrol gruplu deney modeli kullanılmıştır. Çalışma grubu olarak (n=20) 5. sınıf öğrencileri belirlenmiştir. Deney ve kontrol grubuna iki hafta ön uygulama yapılmış akabinde ön-test ölçümleri alındıktan sonra altı haftalık deney çalışması yürütülerek son-test ölçümleri yapılmıştır. Elde edilen bulgulara göre kullanılan Orff-Schulwerk yazılımının şarkı öğretimine büyük oranda katkı sağladığı ve başarıyı artırdığı tespit edilmiştir.

중학교 음악교사의 원격수업 실행에 관한 질적 연구

Objectives The purpose of this study is to analyze the music teachers’ stories about ‘how to teach regular middle school music curriculum and what to experience’ in the situation of the COVID-19 Pandemic and to suggest the implications for how to improve the online music class.
 Methods Based on the narrative inquiry method, this study focused on exploring the meaning, that is, knowledge, created by collecting stories about non-face-to-face remote classes of middle school music teachers. For this study, three middle school music teachers in Seoul, who are guiding the music curriculum of the revised 2015 curriculum in middle schools, were selected as study participants. Although it was difficult to select research participants for in-depth interviews with middle school music remote classes, the selection of research participants was centered on experienced teachers with a lot of educational experience. In-depth interviews were conducted as a qualitative research method of Hatch, and the results were analyzed.
 Results First, the music teachers said that they taught students music theory and music appreciation-oriented learning contents, one-way online classes, and reduced evaluation. Second, the stories about what music teachers experienced showed the difficulties in the urgent and rough music online class environment, using unfamiliar music platforms and making learning contents and frequently changed academic schedules.
 Conclusions Through this study, we can derive suggestions on how to improve the online music class of middle school music teachers as follows: First, music teachers should enhance technological capabilities for Digital·AI devices. Second, Music teachers should be able to produce music content for feedback and cooperative communication. Third, music teachers should develop evaluation content tools centered on each student's development process.

Online Training in Music Education Based on a Signature Pedagogy

The paper presents the investigation of the effectiveness of the online training for future music teachers based on the signature pedagogy at the university. The literature review let us stated the gap in researches which cover online learning strategies for training music teachers in the professional preparation process. Due to the shifting of the educational process to the online way in the emergency situation COVID19 pandemic, the relevance of pedagogical tools for pre-paring of future specialists online extremely increased. The comparative analysis of music education standards in different countries let us determine the set of teachers` professional activities in general school music class. The main contribution is the design of a small private online course based on the signature pedagogy which delivered the set of specific pedagogical tools for training music teacher professional skills online. This course was implemented at [removed for blinded review]. The experimental work was based on the teacher` assessment of online tasks, in which students demonstrated the music teacher` professional skills. The results were proved by the statistical methods of median, standard deviation and Pearson's correlation. The obtained results proved the effectiveness of the online training based on the signature pedagogy which provided learning activities according to the specific features of music teacher professional practice.

Exploring Creativity and Improvisation Class Activities in Elementary School Music Classes

이 연구는 ‘한·미 초등 음악교과서 창작·즉흥연주 관련 교수학습 내용 비교’의 후속 연구로서, 한국의 초등학교 음악 수업에서의 즉흥연주 활동에 대한 새로운 방안을 모색하는데 일차적인 목적이 있고, 2022 음악과 개정 교육과정의 교과서와 지도서 개발에 시사점을 주는데 이차적 목적이 있다. 연구대상은 I, V 화음을 음악적 재료로 한 창작・즉흥연주 활동 방법과 이를 적용하게 될 국내 초등학교 3~4학년 음악 교과서에 수록된 제재곡들이다. 본 연구에서는 I, V 화음을 중심으로 한 즉흥연주 활동 예시와 방안 13 가지를 개발하여 국내 교과서 제재곡 네 곡에 적용하였고, 이를 토대로 초등학교 음악 수업 내 창작・즉흥 활동의 교수학습 방법으로 제안하였다.The This study is a follow-up study to the study of ‘Comparison of teaching and learning contents related to creation and improvisation of music textbooks in Korea and the United States’. The primary purpose of this study is to find methods for improvisation activities in elementary school music classes in Korea. In addition, the secondary purpose is to explore the applicability of approaches to creativity/improvisation activities within the music class from a different perspective and to find a possibility to apply music textbooks and teacher tutorial books based on the 2022 revised curriculum. The subjects of this study are the creative and improvisational activity methods using the I and V chords as musical materials, and the songs contained in the music textbooks for the 3rd and 4th grades of elementary schools in Korea. In this study, thirteen examples and methods of improvisation activities centered on I and V chords were developed and applied to the excerpts from the textbooks. Based on this, new methods of creative and improvisational activities in elementary school music classes were proposed.

Orff’s Music Teaching Method: Application and Practice of Ukulele in Elementary School Music Class

Orff’s Music Teaching Method: Application and Practice of Ukulele in Elementary School Music Class

Exploring Instruction Methods for the Resting Tone in Elementary School Music Classes

This study aims to explore some instructional methods for the resting tone in music education, especially elementary general music education in Korea. Before exploring the instructional methods, the important role of the resting tone in the view of a western music history was investigated. Establishing the instructional methods, Music Learning Theory, a contemporary music education theory by Gordon was based upon and adapted to apply. Four integral applicable methods for elementary school music teachers to instruct the resting tone were introduced. First, through singing the last pitch of the patterns teacher uses, second, through singing the first pitch of the patterns teacher uses, third, through singing the resting tone of the patterns teacher uses, fourth, through singing the resting tone of a song teacher introduces. The four kinds of methods introduced in this study can be applied to any elementary music classes.

Multicultural Music Education in Chinese Middle School General Music Classes, 1978–1988

This historical study is an extension of an earlier study “The Origins of Multicultural Music Education in Chinese Secondary Schools’ General Music Classes.” In the earlier study, I examined multicultural music education in middle school music classes in the People’s Republic of China from 1989 to 2010. The present study examines the same topic during an earlier time period, 1978–1988. Primary sources are national syllabi issued by the Chinese Ministry of Education and State Education Commission. The study concludes that during the time period Chinese multicultural music education highlighted the diversity of Chinese music culture, involving music from 56 nationalities in the People’s Republic of China. The findings, along with the findings of the earlier study, reveal trends in multicultural music education in Chinese schools.

Effective Application of Body Rhythm Teaching Method in Primary School Music Class

With the continuous reform of education in China, the development of music teaching has been gradually improved, and the body rhythm teaching method has been widely used in primary school music classes to further improve the quality of music classroom teaching. This paper makes an in-depth study on the effective application of body rhythm teaching in primary school music class. Firstly, it summarizes the content and composition of body rhythm teaching method. Secondly, it analyzes the present situation of primary school music classroom; Finally, the effective application of body rhythm teaching method in primary school music classroom is analyzed from three aspects: improving teachers' literacy and professional level, teaching with sound and movement, cultivating students' musical literacy, understanding the psychological characteristics of primary school students and giving full play to students' main role.