개별화 음악수업에 대한 학습자 인식 및 요구 조사

최은식(Choi Eun shik),신혜경(Shin Hae Kyung) 학습자중심교과교육학회 2012 학습자중심교과교육연구 Vol.12 No.2

본 연구는 개별화 음악수업에 대한 학습자의 인식을 조사하기 위하여 실시되었다. 수업요인, 교사요인, 학생요인, 시설·환경요인의 범주로 개발된 설문 조사를 전국 단 위의 초등학교 및 중학교 학생 1726명을 대상으로 실시한 결과 다음과 같은 결론을 도출하였다. 첫째, 음악수업 활동 영역별 흥미도는 전체 응답자의 경우 감상영역에 높게 나타냈으나, 학교급별, 성별, 학교소재지별로는 다양성을 보였다. 음악수업에 개인차 반영, 개인의 흥미와 수준을 고려한 음악수업진행, 체험식 음악수업에 대한 학습자들의 요 구가 높게 나타난 반면, 개인차를 고려한 음악지도 및 학습 활동 경험은 매우 낮았다. 둘 째, 개인의 음악수준 차이를 수용하기 위한 보조교사에 대한 요구가 있었다. 셋째, 학습자가 인식하는 자신들의 음악수업 내용의 이해도는 매우 높았으며, 다른 학생들 과의 음악수준 차이에 대한 인식은 크지 않았다. 넷째, 다양한 시청각 자료 활용, 개 별화 수업을 위한 음악실, 음악수준의 개인차를 고려한 교보재 및 악기 제공, 개별학 습을 위한 멀티미디어 기자재에 대한 높은 요구가 나타났다. The purpose of this study was to investigate learners perception on the differentiated music instruction. The questionnaire was categorized with the instruction-factor, teacher-factor, learner-factor, and learning environment-factor. The participants in this survey consisted of a total of 1726 elementary and middle school students on a national scale. Based on the survey results, the conclusions were revealed as follows: Firstly, the learners indicated their preferences for music appreciation among other areas such as singing, playing, and composing, while they showed varieties in interests from different grade levels, gender, and sites. The respondents showed their strong needs for a music instruction that reflected individual differences, considered for individual interests and abilities in learning processes, and included activities related to the authentic musical experiences. Nevertheless, they have rarely experienced individualized instructions or activities considering personal differences. Regarding evaluation matters, they required standards, which considered for individual differences and personal efforts. Second, the respondents indicated their needs for teacher assistant(s) who could support for the music differentiated instruction. Third, the learners considered that they fully understood the content of music instruction. Also, they did not recognize strong differences in the level of music ability compared to their classmates. Lastly, for more effective differentiated music instruction, the survey respondents showed their strong needs for application of various audio-visual materials, use of music rooms, learning materials considering for individual differences in music aptitude, and implementation for multimedia equipments. The findings suggest for the need of investigating perception of the differentiated music instruction from diverse perspectives such as music teachers, parents, and administrators; developing a model for differentiated music instruction and its implementation for music instructions, and considering for application of the factors of differentiated instruction to the music national curriculum.

일본의 2008 개정 ‘학습지도요령’에 따른 교과서 분석

최은식 ( Choi Eun Shik ),정재은 ( Jeong Jaeeun ) 미래음악교육학회 2017 미래음악교육연구 Vol.2 No.2

교과서는 교실 수업에 있어서 사용되는 주된 교재이며, 교사들은 교과서를 통해 학생들을 대상으로 수업을 실천하고 있다. 그럼에도 불구하고 교과서 개선을 위한 연구는 미흡하며 특히 교과서 자체의 질적 수준을 개선하기 위한 연구는 찾아보기 힘든 것이 사실이다. 음악교과서에 있어서도 이와 같은 현상이 예외는 아니며, 2015 교육과정의 개정에 따른 교과서의 개발이 진행되고 있는 현 시점에 다양한 음악교과서의 외형적인 체제와 내용적인 구성을 분석을 통한 시사점을 도출하여 새로운 교과서 내용에 대한 방향 설정을 위한 제안은 필요하다. 우리나라 음악교과서의 새로운 구성 체제 탐색을 위한 기초자료의 확보하기 위한 방법으로 본고에서는 일본의 음악교과서를 분석하고자 하며, 이를 통해 우리나라 음악교과서의 구성과 편찬에 있어서의 시사점을 도출하는 것에 주목적을 두고자 한다. In the classroom, textbooks are the main materials and it’s importance cannot be ignored. Teachers use the textbooks as the tool of teaching and practice for students, though the restructure of those. Nevertheless, research for improving textbooks are insufficient, the research dealing with reforming the textbook’s quality can not be easily found. With the amendment of the 2015 Curriculum, new textbooks are developing and it is the right time to conduct study of analyzing textbooks and deducting implication from those. This study mainly focused on the analysis music textbooks in Japan. The music textbooks, ‘Onkakuno Okurimino’ for 2nd, 5th grade for elementary, and 2-3 grade for middle school, which are currently used at the elementary and middle schools in japan was analysed. In order to analyze the textbooks, the standards of analysis and evaluation has to be set. For this study, general characteristics according to each grade, features of each activities, types of music, the way of organizing unit, methods of statement are used as the criteria. As the result of analysis, the suggestions is drawn as it follows. First, the linkage between curriculum and textbooks has to be more considered. Second, the characteristic of the way of organizing unit in japan centers on the musical theme. The discussion about the system and the way of organizing unit, and the links between each section has to be conducted from various angles. Third, the content and manner of traditional Korean music had to be reconsidered. The way of approaching to Japanese traditional music is various and unique. Despite of increasing Korean traditional music at the music textbooks, the approach and method for teaching is limited. The intensified approach to Korean tradition music is need. Fourth, the reading music has to be emphasized. In japan, reading music regards as the basic activities for music class, and music textbooks reflect on this tendency. In Korea, even if there are various Western music in music textbooks, the ability of reading music is overlooked. Finally, there are differences of the level of the learning content. In japan, every student begin the music education from the 1st grade of elementary school. But, in Korea, from the 3rd grade, music is included to the subjects of the elementary school. As a result of the analysis, the level of the music learning contents in japan is higher than in Korea, and this is the result of 2 years absence of music education. For improving music education in Korea, the inclusion of music subject from 1st grade has to be insisted.

음악교사의 교수행동에 있어서 비언어적 교수방법 변인의 상호관련성 및 효과에 관한 연구

최은식(Eun Shik Choi) 한국음악교육학회 2001 음악교육연구 Vol.20 No.-

Throughout the history of music education many prominent music teachers and educators, including, Comenius, Pestalozzi, Dalcroze, Kodaly. Suzuki, Orff, and Kohut, emphasized the importance of non-verbal communication in music instruction. Nonetheless, majority of school music teachers still seem to rely heavily on verbal teaching methods. This study was designed to examine the relationship and effects of non-verbal or co-verbal teaching behaviors of music teachers as an effort to improve teacher effectiveness in music classes. The subjects of this study were 32 student teachers who were taking a music teaching method course of a university in Seoul. This study was conducted through three phases : Phase one : Nine categories of non-verbal music teaching behaviors were clarified (① non-explanatory·non-directional language, ② eye-contact, ③ modeling, ④ teacher-student interaction, ⑤ performance skills, ⑥ accompaniment stalls, ⑦ musical movement, ⑧ remedy, and ⑨ sense of humor); Phase two : In the period of one semester music classes taught by student-music teachers were videotaped Phase three : Videotaped music teacher behaviors (variables) were anlalyzed by a predetermined criteria form (A Measure of Non-verbal Music Teaching Behaviors: AMNMTB) Important findings were: There is a relatively high relationship among the variables of non-explanatory language, modeling, performance skills, remedial skills, teacher-student interaction, and eye contact. This result implies that a music teacher should acquire these non-verbal teaching skills for a successful/effective music teaching. There is a relatively low relationship of the variables of accompaniment skills, movement, and sense of humor with other variables. It implies that contrast to common senses, these teaching behaviors are not critical elements in a successful music teaching. The result of the comparison of high non-verbal sub group and the low non-verbal sub group indicates that the high non-verbal sub group got higher score in every variable except for the variable of humor. (a - .05)

몰딩 경화조건이 실크 피브로인 나노갭 센서 패턴에 미치는 영향

최은식(Eun Shik Choi),김재호(Jaeho Kim),박승현(SeungHyun Park),Stefan Partel,Elisabeth Kostal,김홍남(Hong Nam Kim),류원형(WonHyoung Ryu) 대한기계학회 2023 대한기계학회 춘추학술대회 Vol.2023 No.11

학교 음악예술프로그램 개발을 위한 초등학교와 중학교 학생들의 음악예술향수에 대한 실태 및 요구분석

석문주 ( Moon Joo Seog ),최은식 ( Eun Shik Choi ),박장미 ( Jang Mi Park ),손미현 ( Mi Hyun Sohn ) 한국예술교육학회 2011 예술교육연구 Vol.9 No.1

학교 안에서 이루어지는 음악수업과 각종 음악교육 프로그램, 그리고 학교 외에서 이루어지는 다양한 음악예술프로그램이 성공적으로 이루어지기 위해서 가장 중요한 것은 그 프로그램의 실질적인 수혜자인 학생들의 참여와 동기를 높여 주는 것이다. 본 연구의 목적은 초·중학교 학생들의 음악 관련활동의 실태 및 요구를 조사, 분석하여 학생들의 예술향수의 수준을 높일 수 있는 음악예술프로그램을 개발하는 데 필요한 기초적인 연구자료를 제공하는 데 있다. 본 연구를 위한 설문조사는 초등학교 학생 441명, 그리고 중학교 학생 480명을 대상으로 하였으며, 2009년 11월부터 12월까지 두 달에 걸쳐 실시되었다. 연구분석 결과, 초등학생이 중학생에 비하여 음악경험이 많았다. 학교유형별과 학교소재지별로 보면, 연구학교가 일반학교보다, 읍면지역의 학생이 대도시나 중소도시의 학생보다 음악학습경험이 많은 것으로 나타났다. 학생들은 음악활동 영역 중 감상활동에 대한 선호도가 가장 높았으며, 창작활동에 대한 선호도가 가장 낮았다. 선호하는 음악장르는 대중음악이었으며, 학생들이 배우기를 희망하는 프로그램은 기악프로그램으로 나타났다. In order to succeed various music-arts programs in and out of schools, it is the most important to increase the participation and motivation of students who are the real and main beneficiaries of those programs. In this regard, the purpose of this study was: 1) to examine students` interest and demand with regard to music education and music-arts programs; 2) to develop the programs that can be used continuously as communication media between school teachers and professional musicians, and; 3) to explore meaning and provide explanations for national (or provincial) curriculum. Four hundred forty one elementary school students and four hundred eighty middle and high school students responded a survey that designed questionnaire used to ascertain their experience of musical activities in and out of school except regular school music classes; their music-arts enjoyment; and the music-arts programs they would like to participate in. The data revealed: 1) elementary school students had more musical experience in and out of school than secondary school ones; 2) elementary school students had more chance to have music-arts enjoyment than secondary school ones; 3) the overall students preferred listening to music the most and creating music the least; 4) elementary school students preferred playing music to listening it, whereas secondary school students preferred listening to music the most; 5) both students had an overwhelming preference for popular music to any other music; 6) the overall students did not have much chance to attend musical concerts and events; and 7) most of the students willing to participate in singing and/or playing programs. The conclusions and implications are as follows: it is of necessity to develop various music-arts programs to provide students with integrated musical activities and practical musical experience based on their interest. Diverse musical genres should be utilized in music-arts programs. The programs that students are able to enjoy high-quality music should be given in school. It is desirable that those programs should be offered in varied areas in order to prevent them from concentrating in few areas.

생체조직 밀착 접촉 실크 유연 센서 기판 3D 프린팅 제작 및 특성 평가

김재호(Jaeho Kim),최은식(Eun Shik Choi),박승현(SeungHyun Park),김홍남(Hong Nam Kim),류원형(WonHyoung Ryu) 대한기계학회 2023 대한기계학회 춘추학술대회 Vol.2023 No.11

국제비교를 통한 우리나라 음악과 교육과정의 특성 분석 - 독일 , 미국 , 영국 , 일본 , 프랑스를 중심으로 -

김원명(Won Myoung Kim),민경찬(Kyung Chan Min),양종모(Jong Mo Yang),이내선(Nae Sun Lee),장기범(Ki Beom Jang),주대창(Dae Chang Ju),최은식(Eun Shik Choi),서인정(In Jung Suh) 민족음악학회 2002 음악과 민족 Vol.24 No.-

The main purpose of this research is to get some implications for improvement of school music curriculum of Korea through the analysis of music curriculum in several developed countries. The researchers surveyed the music curriculum of the 5 developed countries, U.S.A., G.B., Japan, Germany and France, which already finished curriculum revision in recent years. The researchers have agreed upon analysing curriculum of each contry with the following four factors -- 1) outline of school education system, 2) time allotment and operation of music class, 3) frames and basic structure of music education curriculum including mission statements and contents of music education, and 4) draw conclusions based on the analysis. The drawn implications are as follow: First, each countries recognized importance of music education and emphasize music class in school education. Second, there are many different points between the curriculum and operation of music class of USA and Europe. In Europe, students should study music class certainly, but in USA, students can choose music class widely. Third, every countries state very persuasively about necessity and what should be of music education. However korean curriculum statements, in comparison of these countries, are very difficult and vague for teacher and students to understand it. Fourth, each countries aim at learning of musical concepts or musicological understanding instead of learning of musical technique. We now get to some suggestions of this research for korean school music education. First, korean music curriculum should be improved adequately. Second, we raise relative importance of music class in school education. Third, we should differentiate the aims of music education for each stages. Finally, there should be more international comparative researches on music curriculum for improvement of our music education.

초등학생의 음악 적성과 음악 환경에 대한 조사 연구

조효임,최은식,정진원 이화여자대학교 음악연구소 1998 이화음악논집 Vol.2 No.-

The purposes of this study were:(1) to examine factors related to musical environments of elementary students in Seoul, and :(2) to determine whether these factors have effects on the studets' music aptitude. Students(n=950) enrolled in an elementary school in Seoul participated in this study. All the participating students took the music aptitude test(IMMA by Gordon). Prior to the test, students filled out questionnaires. The questionnaires were designed to elecite information on: (1) their experiences of taking private lessons in music instrument: (2) kind of instruments they learned; (3) performing abilities of their family member; (4) attitude towards music; (5) kind of most prefered music; (6) experiences of visiting concerts,; (7) and the devices used in music listening. The questionnaires and the scores of music aptitude test were analyzed. In case of grade 3-6, the correlation between the scores of eight academic subjects and the scores of music aptitude test were analyzed. Based on the statistic analysis of the data. following facts were founded: (1) majority of participating students have taken private lessons in music instruments(mostly piano), and taking private lessons have positive effects on developing music aptitude: (2) no relationship was founded between students' music aptitude and performing abilities of their family members: (3)most students have visited concerts, and this experience has positive effects on developing music aptitude: (4) most students have positive attitude towards music, and this factor closely related to music aptitude: (5) classical music is most preferred by participating students, and students who liked classical music had relatively higher music aptitude: (6) repondents' prefered devices for music appreciation may have effects on developing music aptitude: (7) there was little correlation between music aptitude and academic scores.

국가 음악과 교육과정에 기초한 초·중등학교 음악예술프로그램 적용

석문주,권덕원,최은식,최미영,김명숙,박장미,손미현,정지혜 이화여자대학교 사범대학 교육과학연구소 2011 교육과학연구 Vol.42 No.2

In order to increase opportunities for students to enjoy the musical arts, it is necessary to develop musical arts programs that are based on students’ interests and the national (or provincial) curriculum, that can be systematically and effectively supported by teachers. In this regard, the purpose of this study was to develop those musical arts, carry out the programs in one elementary school and one middle school from October to December 2011, and analyze each implementation. For the analysis, lesson videos, students’ worksheets, in-depth interviews with students, teachers, and teaching artists, and lesson plans were collected. The conclusions and implications are as follows: 1) the role and meaning of musical arts programs based on national curriculum were more highlighted; 2) students could have great depth of aesthetic experience by the means of direct contact with professional musicians and concrete musical experience; 3) the role of music mediators and its importance was magnified; 4) there was a positive change in the musical preferences and attitudes of students with regard to the musical artsprograms. 본 연구는 학생들의 음악 예술 향수기회 확대를 위해 학생들의 흥미와 국가 교육과 정을 중심으로 하는 ‘현장성’, 교사들의 음악 교육을 효과적으로 지원할 수 있는 ‘체계성’, 그리고 음악 예술 전문가들과 학교 사이에 꾸준히 실행될 수 있는 ‘지속성’을 갖춘 음악예술프로그램을 2010년 10월부터 12월까지 초등학교와 중학교에 적용하고 그 결과를 분석하고자 하는데 목적이 있다. 본 연구는 수업 동영상, 학생 활동지, 학생과 교사 심층인터뷰, 강사 인터뷰, 수업안 자료를 수집하여 분석하였다. 본 연구의 결론은 첫째, 국가 교육과정을 반영한 음악 예술프로그램의 역할과 의미가 더욱 확장되었다. 둘째, 음악가들과의 직접적인 만남과 구체적인 예술적 체험을 통하여 학생들은 이전과 비교될 수 없는 ‘깊이 있는 미적 경험’을 하게 되었다. 셋째, 음악메디에이터의 역할이 부각되었다. 넷째, 음악예술프로그램을 통하여 학생들에게 음악에 대한 삶의 변화가 있었다.