The purpose of this research is to conduct a study on teacher education curriculum model for early childhood music education and based on the objective results obtained through initial investigation, a model was constructed. As the initial investiga...
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유아음악교육을 위한 교사교육과정 모형 연구 = (A) study on teacher education curriculum model for early childhood music education
한글로보기https://www.riss.kr/link?id=T12023455
- 저자
-
발행사항
서울 : 동국대학교, 2008
- 학위논문사항
-
발행연도
2008
-
작성언어
한국어
-
KDC
375.1 판사항(4)
-
DDC
372.21 판사항(21)
-
발행국(도시)
서울
-
형태사항
viii, 148장 : 삽화, 도표 ; 26 cm
-
일반주기명
참고문헌: 장 106-121
- DOI식별코드
-
소장기관
- 국립중앙도서관
- 동국대학교 중앙도서관
- 위덕대학교 도서관
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this research is to conduct a study on teacher education curriculum model for early childhood music education and based on the objective results obtained through initial investigation, a model was constructed.
As the initial investigation for the development of the model, following researches were conducted. First, to identify the actual status of early childhood music education implemented in the early childhood education institutes, currently employed teachers of early childhood education were surveyed and interviewed to learn about the most widely used music education and its teaching methodology. Second, research and analysis were conducted on the degree of influence and demand of the music curriculum they have undertaken while attending college. Third, in order to analyze the music education for pre-teachers of early childhood education, the music related curricula and their contents of the subject schools were researched and analyzed. Then research was conducted to identify the degree of importance the music education has in the entire curricula. Fourth, with participation of graduating class which have completed the in-class teaching experience part of their early childhood education major, the degree of comprehension and demand of the music curriculum as perceived by the pre-teachers of early childhood education were researched and analyzed. As the final part of the initial research, experts from each fields of early childhood education were surveyed and interviewed to gather suggestive opinions on the relativity between the music education taught at universities and the music curriculum implemented in early childhood education institutes as well as their degree of demand. The data gathered through such intensive initial research were applied as the basis for constructing the teacher education curriculum model for early childhood music education.
Upon constructing the base model with the aforementioned research results, 4 experts, including a professor of early childhood music with over 15 years of experience, in the field of early childhood education were consulted for face validity and content validity review and the model was then finalized.
The 'Teacher Education Curriculum Model for Early Childhood Music Education' presented is constructed with the objective of fostering comprehensively prepared teachers of early childhood education well learned with the knowledge, technology, and attitude in early childhood music. It seeks to prepare teachers to have sufficient knowledge in early childhood music education, to utilize appropriate early childhood music curriculum, and to become a distinguished role model in music. The Model created through this study seeks to further assist in fostering high quality teachers of early childhood education who will integrate all areas of early childhood education including music and contribute towards the ultimate goal of education, a development of well-rounded person. The research model considers individual values, music related environment (experience) and prior knowledge as the factors which have influence on pre-teachers of early childhood education as well as the effects of prerequisite education. Such factors are organized into 5 domains of appreciation, creativity, music history, rhythm, and instruments and such musical domains are encouraged to be combined with other domains.
The summary of each domain are as follows. In the appreciation domain, it trains to teach how to listen and appreciates music as well as to understand the various types of Eastern and Western music which have transformed with the demand of the multi-cultural generation and the ways to appreciate diverse childhood music including traditional folk music. The creativity domain presents conceptual ideas for researching and developing various music related activities, early childhood music text books, in-class materials, and early childhood music programs. It also includes details pertaining to the roles of the teachers on ways to promote appreciation of new challenge, accept unfamiliarity, and induce creativity. Through music history domain, pre-teachers will obtain fundamentals of early childhood music, will learn about the musical scholars and musicians in the early childhood music, and will learn the teaching methodologies including how to create early childhood music curriculum plan and utilize text book and other in-class materials. What's notable is that since the domain covers the importance of early childhood music education as well as the individual qualities and confidence required in early childhood teachers, it must be combined with the practical skill domain which teaches the technical part of teaching. In the rhythm domain, the areas covered are types and characteristics of children's music and movement, singing practice, and ways to harmoniously apply folk children's music together with modern children's music as well as ways to enjoying rhythms with clear mind and bright expressions. The instrument domain provides opportunities to experience various instruments appropriate for the level of the children and their development, as well as attitude for the teachers to enjoy music themselves by attending concerts and playing simple instruments.
As detailed herein, the model presented in this research not only includes theoretical knowledge, teaching techniques, and musical skills required by the teachers of early childhood education but includes teacher's mannerism related requirements as part of the curriculum, emphasizing that the behavior is just as important as knowledge and skill for pre-teachers of early childhood education. In addition, by including appreciation and creativity domains with equal importance as other domains, the model emphasized integration not only among the music domains but with other academic domains as well and what's notable about the model is that Korean classical music is comprehensively presented in all domains. In summary, for the effective application of this research model, sufficient consideration needs to be made for the appropriate mixture of theoretical and practicality, integration of each domains, inclusion of Korean music, integrating in-class activities of early childhood education, experiences as well as cultural background of pre-teachers of early childhood education, and the teacher educators.
As the initial investigation for the development of the model, following researches were conducted. First, to identify the actual status of early childhood music education implemented in the early childhood education institutes, currently employed teachers of early childhood education were surveyed and interviewed to learn about the most widely used music education and its teaching methodology. Second, research and analysis were conducted on the degree of influence and demand of the music curriculum they have undertaken while attending college. Third, in order to analyze the music education for pre-teachers of early childhood education, the music related curricula and their contents of the subject schools were researched and analyzed. Then research was conducted to identify the degree of importance the music education has in the entire curricula. Fourth, with participation of graduating class which have completed the in-class teaching experience part of their early childhood education major, the degree of comprehension and demand of the music curriculum as perceived by the pre-teachers of early childhood education were researched and analyzed. As the final part of the initial research, experts from each fields of early childhood education were surveyed and interviewed to gather suggestive opinions on the relativity between the music education taught at universities and the music curriculum implemented in early childhood education institutes as well as their degree of demand. The data gathered through such intensive initial research were applied as the basis for constructing the teacher education curriculum model for early childhood music education.
Upon constructing the base model with the aforementioned research results, 4 experts, including a professor of early childhood music with over 15 years of experience, in the field of early childhood education were consulted for face validity and content validity review and the model was then finalized.
The 'Teacher Education Curriculum Model for Early Childhood Music Education' presented is constructed with the objective of fostering comprehensively prepared teachers of early childhood education well learned with the knowledge, technology, and attitude in early childhood music. It seeks to prepare teachers to have sufficient knowledge in early childhood music education, to utilize appropriate early childhood music curriculum, and to become a distinguished role model in music. The Model created through this study seeks to further assist in fostering high quality teachers of early childhood education who will integrate all areas of early childhood education including music and contribute towards the ultimate goal of education, a development of well-rounded person. The research model considers individual values, music related environment (experience) and prior knowledge as the factors which have influence on pre-teachers of early childhood education as well as the effects of prerequisite education. Such factors are organized into 5 domains of appreciation, creativity, music history, rhythm, and instruments and such musical domains are encouraged to be combined with other domains.
The summary of each domain are as follows. In the appreciation domain, it trains to teach how to listen and appreciates music as well as to understand the various types of Eastern and Western music which have transformed with the demand of the multi-cultural generation and the ways to appreciate diverse childhood music including traditional folk music. The creativity domain presents conceptual ideas for researching and developing various music related activities, early childhood music text books, in-class materials, and early childhood music programs. It also includes details pertaining to the roles of the teachers on ways to promote appreciation of new challenge, accept unfamiliarity, and induce creativity. Through music history domain, pre-teachers will obtain fundamentals of early childhood music, will learn about the musical scholars and musicians in the early childhood music, and will learn the teaching methodologies including how to create early childhood music curriculum plan and utilize text book and other in-class materials. What's notable is that since the domain covers the importance of early childhood music education as well as the individual qualities and confidence required in early childhood teachers, it must be combined with the practical skill domain which teaches the technical part of teaching. In the rhythm domain, the areas covered are types and characteristics of children's music and movement, singing practice, and ways to harmoniously apply folk children's music together with modern children's music as well as ways to enjoying rhythms with clear mind and bright expressions. The instrument domain provides opportunities to experience various instruments appropriate for the level of the children and their development, as well as attitude for the teachers to enjoy music themselves by attending concerts and playing simple instruments.
As detailed herein, the model presented in this research not only includes theoretical knowledge, teaching techniques, and musical skills required by the teachers of early childhood education but includes teacher's mannerism related requirements as part of the curriculum, emphasizing that the behavior is just as important as knowledge and skill for pre-teachers of early childhood education. In addition, by including appreciation and creativity domains with equal importance as other domains, the model emphasized integration not only among the music domains but with other academic domains as well and what's notable about the model is that Korean classical music is comprehensively presented in all domains. In summary, for the effective application of this research model, sufficient consideration needs to be made for the appropriate mixture of theoretical and practicality, integration of each domains, inclusion of Korean music, integrating in-class activities of early childhood education, experiences as well as cultural background of pre-teachers of early childhood education, and the teacher educators.
The purpose of this research is to conduct a study on teacher education curriculum model for early childhood music education and based on the objective results obtained through initial investigation, a model was constructed.
As the initial investigation for the development of the model, following researches were conducted. First, to identify the actual status of early childhood music education implemented in the early childhood education institutes, currently employed teachers of early childhood education were surveyed and interviewed to learn about the most widely used music education and its teaching methodology. Second, research and analysis were conducted on the degree of influence and demand of the music curriculum they have undertaken while attending college. Third, in order to analyze the music education for pre-teachers of early childhood education, the music related curricula and their contents of the subject schools were researched and analyzed. Then research was conducted to identify the degree of importance the music education has in the entire curricula. Fourth, with participation of graduating class which have completed the in-class teaching experience part of their early childhood education major, the degree of comprehension and demand of the music curriculum as perceived by the pre-teachers of early childhood education were researched and analyzed. As the final part of the initial research, experts from each fields of early childhood education were surveyed and interviewed to gather suggestive opinions on the relativity between the music education taught at universities and the music curriculum implemented in early childhood education institutes as well as their degree of demand. The data gathered through such intensive initial research were applied as the basis for constructing the teacher education curriculum model for early childhood music education.
Upon constructing the base model with the aforementioned research results, 4 experts, including a professor of early childhood music with over 15 years of experience, in the field of early childhood education were consulted for face validity and content validity review and the model was then finalized.
The 'Teacher Education Curriculum Model for Early Childhood Music Education' presented is constructed with the objective of fostering comprehensively prepared teachers of early childhood education well learned with the knowledge, technology, and attitude in early childhood music. It seeks to prepare teachers to have sufficient knowledge in early childhood music education, to utilize appropriate early childhood music curriculum, and to become a distinguished role model in music. The Model created through this study seeks to further assist in fostering high quality teachers of early childhood education who will integrate all areas of early childhood education including music and contribute towards the ultimate goal of education, a development of well-rounded person. The research model considers individual values, music related environment (experience) and prior knowledge as the factors which have influence on pre-teachers of early childhood education as well as the effects of prerequisite education. Such factors are organized into 5 domains of appreciation, creativity, music history, rhythm, and instruments and such musical domains are encouraged to be combined with other domains.
The summary of each domain are as follows. In the appreciation domain, it trains to teach how to listen and appreciates music as well as to understand the various types of Eastern and Western music which have transformed with the demand of the multi-cultural generation and the ways to appreciate diverse childhood music including traditional folk music. The creativity domain presents conceptual ideas for researching and developing various music related activities, early childhood music text books, in-class materials, and early childhood music programs. It also includes details pertaining to the roles of the teachers on ways to promote appreciation of new challenge, accept unfamiliarity, and induce creativity. Through music history domain, pre-teachers will obtain fundamentals of early childhood music, will learn about the musical scholars and musicians in the early childhood music, and will learn the teaching methodologies including how to create early childhood music curriculum plan and utilize text book and other in-class materials. What's notable is that since the domain covers the importance of early childhood music education as well as the individual qualities and confidence required in early childhood teachers, it must be combined with the practical skill domain which teaches the technical part of teaching. In the rhythm domain, the areas covered are types and characteristics of children's music and movement, singing practice, and ways to harmoniously apply folk children's music together with modern children's music as well as ways to enjoying rhythms with clear mind and bright expressions. The instrument domain provides opportunities to experience various instruments appropriate for the level of the children and their development, as well as attitude for the teachers to enjoy music themselves by attending concerts and playing simple instruments.
As detailed herein, the model presented in this research not only includes theoretical knowledge, teaching techniques, and musical skills required by the teachers of early childhood education but includes teacher's mannerism related requirements as part of the curriculum, emphasizing that the behavior is just as important as knowledge and skill for pre-teachers of early childhood education. In addition, by including appreciation and creativity domains with equal importance as other domains, the model emphasized integration not only among the music domains but with other academic domains as well and what's notable about the model is that Korean classical music is comprehensively presented in all domains. In summary, for the effective application of this research model, sufficient consideration needs to be made for the appropriate mixture of theoretical and practicality, integration of each domains, inclusion of Korean music, integrating in-class activities of early childhood education, experiences as well as cultural background of pre-teachers of early childhood education, and the teacher educators.
목차 (Table of Contents)
- Ⅰ. 서 론 = 1
- 1. 연구의 필요성 및 목적 = 1
- 2. 용어 정의 = 4
- 3. 연구 내용 및 방법 = 6
- Ⅱ. 이론적 배경 = 9
- Ⅰ. 서 론 = 1
- 1. 연구의 필요성 및 목적 = 1
- 2. 용어 정의 = 4
- 3. 연구 내용 및 방법 = 6
- Ⅱ. 이론적 배경 = 9
- 1. 유아음악교육과 교사역할 = 9
- 2. 예비 유아교사를 위한 음악교육과정 = 14
- 3. 선행연구 = 21
- Ⅲ. 모형 연구를 위한 기초 조사 = 25
- 1. 유아교육기관 음악교육의 실제 = 25
- 2. 예비 유아교사를 위한 음악교육 분석 = 35
- 가. 음악교육 관련 과목 = 35
- 나. 음악교육 비중 = 38
- 3. 예비 유아교사의 음악교육에 관한 인식 및 요구도 = 42
- 4. Delphi 조사에 의한 예비 유아교사를 위한 음악교육의 방향 = 52
- Ⅳ. 유아음악교육을 위한 교사교육과정 모형 연구 = 67
- 1. 현행 예비 유아교사를 위한 음악교육 = 67
- 2. 연구 모형 = 69
- 가. 목표 = 69
- 나. 영역 및 내용 = 71
- 다. 모형의 도식화 = 76
- 3. 타당성 검증 = 78
- 가. 영역 및 내용 체계 = 79
- 나. 구성 체계 = 90
- Ⅴ. 요약 및 논의 = 94
- 1. 요약 = 94
- 2. 논의 = 101
- 참고문헌 = 106
- ABSTRACT = 122
- 부 록 = 127
참고문헌 (Reference)
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3. 유아교육법, 유아교육법, , 2007
4. Learning to Teach, Arends, Richard I, McGraw-Hill, ,
5. 영유아보육법, 여성부, , 2005
6. 유아음악교육, 안재신, 교육과학사, , 1996
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8. 아동음악과 동작, 이희자, 공동체, , 2012
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10. Your children need music, Greenberg, M., , 1979
1. Epilogue, Spodek, , 1972
2. Music Play, Valerio, Music Play, , 1998
3. 유아교육법, 유아교육법, , 2007
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