통합적 음악 감상활동이 초등학생의 창의성에 미치는 영향 : 초등학교 2학년을 대상으로 The Effects of Integrative Music Listening Activities on Elementary School Student's Creativity: Targeting Second Graders원문보기
본 연구의 목적은 초등학교 2학년 학생을 대상으로 통합적 음악 감상활동이 어린이의 창의성의 발달에 미치는 효과를 사례연구를 통해서 알아보고 그 프로그램을 제시하는 데 있다. 연구 대상은 경남 김해시 어방동에 소재한 초등학교 2학년 아동 중 연구자의 반 25명을 실험집단 대상으로, 다른 한 반 25명의 어린이를 통제집단 대상으로 하였다. 연구 절차는 사전 검사, 실험 처치, 사후 검사의 순으로 진행되었으며 사전 검사와 사후 검사에 사용된 검사 도구는 어린이의 창의성을 측정하기 위해 김춘일과 조용태가 개발한 아동 창의성 검사(Creative Tests for Children)(초등학교 저학년용)를 사용하였다. 연구에 사용된 음악 감상곡은 7차 교육과정 초등학교 1, 2학년 즐거운 생활 및 3학년에서 6학년까지의 음악 교과서를 분석하여 그중 저학년 어린이들의 활동에 적합한 1학년에서 4학년까지의 감상곡 중에서 15곡을 선정하였다. 본 연구의 프로그램은 형식적이고 기계적인 교수 방법에서 탈피하여 음악 감상 활동 후 조형 활동(그림그리기, 가락선 그리기, 종이접기, 입체로 표현하기) 언어활동(느낌 말하기, 편지쓰기, 동화 꾸미기, 대화글 적기) 신체 표현활동(동물 흉내 내기, 가락선 따라 율동하기, 역할극 하기, 왈츠 ...
본 연구의 목적은 초등학교 2학년 학생을 대상으로 통합적 음악 감상활동이 어린이의 창의성의 발달에 미치는 효과를 사례연구를 통해서 알아보고 그 프로그램을 제시하는 데 있다. 연구 대상은 경남 김해시 어방동에 소재한 초등학교 2학년 아동 중 연구자의 반 25명을 실험집단 대상으로, 다른 한 반 25명의 어린이를 통제집단 대상으로 하였다. 연구 절차는 사전 검사, 실험 처치, 사후 검사의 순으로 진행되었으며 사전 검사와 사후 검사에 사용된 검사 도구는 어린이의 창의성을 측정하기 위해 김춘일과 조용태가 개발한 아동 창의성 검사(Creative Tests for Children)(초등학교 저학년용)를 사용하였다. 연구에 사용된 음악 감상곡은 7차 교육과정 초등학교 1, 2학년 즐거운 생활 및 3학년에서 6학년까지의 음악 교과서를 분석하여 그중 저학년 어린이들의 활동에 적합한 1학년에서 4학년까지의 감상곡 중에서 15곡을 선정하였다. 본 연구의 프로그램은 형식적이고 기계적인 교수 방법에서 탈피하여 음악 감상 활동 후 조형 활동(그림그리기, 가락선 그리기, 종이접기, 입체로 표현하기) 언어활동(느낌 말하기, 편지쓰기, 동화 꾸미기, 대화글 적기) 신체 표현활동(동물 흉내 내기, 가락선 따라 율동하기, 역할극 하기, 왈츠 추기) 음률활동(음악을 들으며 그림그리기, 악기로 가락 흉내 내기, 신체로 여러 가지 소리 내기, 빠르기와 박자 구별하기) 등의 통합적 음악활동 프로그램이다. 실험은 10주 동안 실시하였는데 실험집단에서는 매주 2회씩 아침자습시간을 이용하여 교실에서 소집단과 전체집단을 구성하여 프로그램을 진행하였고 통제집단은 실시하지 않았다. 본 연구를 통해서 수집된 자료들은 SAS Window 8.02 통계분석 패키지를 사용하여 전산처리 하였으며 t-검증(Paired-Samples T Test, Independent-Samples T Test)를 사용하여 집단간의 차이를 검증하였다 본 연구를 통해서 통합적 음악 감상교육을 실시한 어린이들은 창의성의 하위목표인 유창성 유연성 독창성 정교성발달에 유의미한 결과를 보여 통합적 음악 감상 활동이 초등학생의 창의성을 신장시키는데 효과적임이 입증되었다고 할 수 있다. 본 연구의 결과는 초등학교 교실에서 실제로 활용할 수 있으나 일반 수업시간보다는 아침자습시간이나 재량활동시간에 자유롭고 자발적인 분위기에서 학생들이 충분하게 공감하고 표현할 수 있도록 교사는 열린 마음으로 조력자의 역할을 수행한다면 초등학생의 창의성을 신장시키는데 유용하게 사용될 것이다
본 연구의 목적은 초등학교 2학년 학생을 대상으로 통합적 음악 감상활동이 어린이의 창의성의 발달에 미치는 효과를 사례연구를 통해서 알아보고 그 프로그램을 제시하는 데 있다. 연구 대상은 경남 김해시 어방동에 소재한 초등학교 2학년 아동 중 연구자의 반 25명을 실험집단 대상으로, 다른 한 반 25명의 어린이를 통제집단 대상으로 하였다. 연구 절차는 사전 검사, 실험 처치, 사후 검사의 순으로 진행되었으며 사전 검사와 사후 검사에 사용된 검사 도구는 어린이의 창의성을 측정하기 위해 김춘일과 조용태가 개발한 아동 창의성 검사(Creative Tests for Children)(초등학교 저학년용)를 사용하였다. 연구에 사용된 음악 감상곡은 7차 교육과정 초등학교 1, 2학년 즐거운 생활 및 3학년에서 6학년까지의 음악 교과서를 분석하여 그중 저학년 어린이들의 활동에 적합한 1학년에서 4학년까지의 감상곡 중에서 15곡을 선정하였다. 본 연구의 프로그램은 형식적이고 기계적인 교수 방법에서 탈피하여 음악 감상 활동 후 조형 활동(그림그리기, 가락선 그리기, 종이접기, 입체로 표현하기) 언어활동(느낌 말하기, 편지쓰기, 동화 꾸미기, 대화글 적기) 신체 표현활동(동물 흉내 내기, 가락선 따라 율동하기, 역할극 하기, 왈츠 추기) 음률활동(음악을 들으며 그림그리기, 악기로 가락 흉내 내기, 신체로 여러 가지 소리 내기, 빠르기와 박자 구별하기) 등의 통합적 음악활동 프로그램이다. 실험은 10주 동안 실시하였는데 실험집단에서는 매주 2회씩 아침자습시간을 이용하여 교실에서 소집단과 전체집단을 구성하여 프로그램을 진행하였고 통제집단은 실시하지 않았다. 본 연구를 통해서 수집된 자료들은 SAS Window 8.02 통계분석 패키지를 사용하여 전산처리 하였으며 t-검증(Paired-Samples T Test, Independent-Samples T Test)를 사용하여 집단간의 차이를 검증하였다 본 연구를 통해서 통합적 음악 감상교육을 실시한 어린이들은 창의성의 하위목표인 유창성 유연성 독창성 정교성발달에 유의미한 결과를 보여 통합적 음악 감상 활동이 초등학생의 창의성을 신장시키는데 효과적임이 입증되었다고 할 수 있다. 본 연구의 결과는 초등학교 교실에서 실제로 활용할 수 있으나 일반 수업시간보다는 아침자습시간이나 재량활동시간에 자유롭고 자발적인 분위기에서 학생들이 충분하게 공감하고 표현할 수 있도록 교사는 열린 마음으로 조력자의 역할을 수행한다면 초등학생의 창의성을 신장시키는데 유용하게 사용될 것이다
The need for creativity in many fields has been growing in this information society and global age. However, in the practical world of education, there has been little change to the knowledge-oriented education practices which prevent the development of individuality and creativity. In this regard, ...
The need for creativity in many fields has been growing in this information society and global age. However, in the practical world of education, there has been little change to the knowledge-oriented education practices which prevent the development of individuality and creativity. In this regard, an investigation of the effects of integrative music listening activities on elementary school students' creativity was conducted on second grade students. Hypotheses and the central question to be addressed were as follows: Research Question: What kind of effects does integrative music listening have on the development of creativity in children? Hypothesis 1. The children who have experienced integrative music listening will improve their fluency, which is one of the sub-categories of creativity. Hypothesis 2. The children who have experienced integrative music listening will improve their flexibility, which is one of the sub-categories of creativity. Hypothesis 3. The children who have experienced integrative music listening will improve their originality, which is one of the sub-categories of creativity. Hypothesis 4. The children who have experienced integrative music listening will improve their elaboration, which is one of the sub-categories of creativity. To carry out the study, 25 students in a grade 2 class were compared with another grade 2 class consisting of 25 students as the control group. The study was conducted at an elementary school located in Ebang-dong, Gimhae, Gyungsangnam-do, where the author currently works. The procedure of the study progressed in the order of the preliminary inspection, experimental stage, and the post inspection. The method of inspection used for the preliminary and post inspection to investigate the students' creativity was 'Creative Tests for Children(for lower classes in elementary school)' developed by Kim, Chun-il and Cho, Yong-tae. As for the program for integrative music listening, 15 pieces of music for listening were selected from the textbooks of Pleasant Life for grade 1 and 2 students along with the Music textbooks for grade 3 and grade 4. This was done after analyzing all the textbooks of Pleasant Life and Music following the system of the 7th National Common Basic Curriculum in Korea. To avoid formal and didactic teaching methodology, the program includes formative activities(drawing pictures, drawing the rhythm, folding papers, expressing as a three-dimensional items), linguistic activities(expressing feelings, writing letters, making up fairy tales, writing dialogues), physical activities(Mimicking animals, moving according to rhythms, Role playing, waltzing) and musical activities(drawing pictures while listening to music, imitating rhythms with musical instruments, making a variety of sounds with body, distinguishing a tempo and beat). The experiment was carried out for 10 weeks from September 1, 2008 to November 7, 2008. Music listening integrated activities were brought into action with the experimental group twice a week for 8 months in the classroom. In order to take the students' level of concentration into consideration, music listening was conducted for 30 minutes during the morning free-study time and the class was divided into small groups or worked together as a whole group. To investigate the effect of integrative music listening on creativity development after the experiment stage, the preliminary inspection was applied to the post inspection. The collected data was computerized using the statistics analysis package ‘SAS Window 8.02’ and verified the differences between the groups by T-test (Paired-Samples T Test, Independent-Samples T Test). The results from the above mentioned methods are as follows: First, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of fluency. It can be concluded that integrative music listening activities enhanced the students' fluency development. Second, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of flexibility. It can be concluded that integrative music listening activities enhanced the students' flexibility development. Third, in terms of their originality, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group. It can be concluded that integrative music listening activities enhanced the students' originality development. Fourth, the students who have experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of elaboration. Once again, it may be concluded that integrative music listening activities enhanced the students' elaboration development. Through the results of this study, integrative music listening activities should be considered a practical and beneficial tool aiding the development of elementary school students' creativity.
The need for creativity in many fields has been growing in this information society and global age. However, in the practical world of education, there has been little change to the knowledge-oriented education practices which prevent the development of individuality and creativity. In this regard, an investigation of the effects of integrative music listening activities on elementary school students' creativity was conducted on second grade students. Hypotheses and the central question to be addressed were as follows: Research Question: What kind of effects does integrative music listening have on the development of creativity in children? Hypothesis 1. The children who have experienced integrative music listening will improve their fluency, which is one of the sub-categories of creativity. Hypothesis 2. The children who have experienced integrative music listening will improve their flexibility, which is one of the sub-categories of creativity. Hypothesis 3. The children who have experienced integrative music listening will improve their originality, which is one of the sub-categories of creativity. Hypothesis 4. The children who have experienced integrative music listening will improve their elaboration, which is one of the sub-categories of creativity. To carry out the study, 25 students in a grade 2 class were compared with another grade 2 class consisting of 25 students as the control group. The study was conducted at an elementary school located in Ebang-dong, Gimhae, Gyungsangnam-do, where the author currently works. The procedure of the study progressed in the order of the preliminary inspection, experimental stage, and the post inspection. The method of inspection used for the preliminary and post inspection to investigate the students' creativity was 'Creative Tests for Children(for lower classes in elementary school)' developed by Kim, Chun-il and Cho, Yong-tae. As for the program for integrative music listening, 15 pieces of music for listening were selected from the textbooks of Pleasant Life for grade 1 and 2 students along with the Music textbooks for grade 3 and grade 4. This was done after analyzing all the textbooks of Pleasant Life and Music following the system of the 7th National Common Basic Curriculum in Korea. To avoid formal and didactic teaching methodology, the program includes formative activities(drawing pictures, drawing the rhythm, folding papers, expressing as a three-dimensional items), linguistic activities(expressing feelings, writing letters, making up fairy tales, writing dialogues), physical activities(Mimicking animals, moving according to rhythms, Role playing, waltzing) and musical activities(drawing pictures while listening to music, imitating rhythms with musical instruments, making a variety of sounds with body, distinguishing a tempo and beat). The experiment was carried out for 10 weeks from September 1, 2008 to November 7, 2008. Music listening integrated activities were brought into action with the experimental group twice a week for 8 months in the classroom. In order to take the students' level of concentration into consideration, music listening was conducted for 30 minutes during the morning free-study time and the class was divided into small groups or worked together as a whole group. To investigate the effect of integrative music listening on creativity development after the experiment stage, the preliminary inspection was applied to the post inspection. The collected data was computerized using the statistics analysis package ‘SAS Window 8.02’ and verified the differences between the groups by T-test (Paired-Samples T Test, Independent-Samples T Test). The results from the above mentioned methods are as follows: First, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of fluency. It can be concluded that integrative music listening activities enhanced the students' fluency development. Second, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of flexibility. It can be concluded that integrative music listening activities enhanced the students' flexibility development. Third, in terms of their originality, the students who experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group. It can be concluded that integrative music listening activities enhanced the students' originality development. Fourth, the students who have experienced integrative music listening showed a statistically significant difference compared with the students in the p< .05 control group in terms of elaboration. Once again, it may be concluded that integrative music listening activities enhanced the students' elaboration development. Through the results of this study, integrative music listening activities should be considered a practical and beneficial tool aiding the development of elementary school students' creativity.
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