학습동기이론에 기반한 음악 수업 연구

승윤희(Seung Yun hee) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.7

이상적인 학교 음악 수업은 문서화된 음악과 교육과정의 내용을 준수하는 가운 데, 모든 학생들이 즐겁게 열심히 학습하고, 음악을 아름답게 느끼고 생각하며, 다양 한 음악활동에 적극적으로 참여하는 수업일 것이다. 그러나 학교에서 이러한 음악 수업을 구현하는 것이 그리 쉬운 일은 아니다. 학습의 전 과정에 걸쳐 중요한 영향 을 미치는 것은 학습자의 동기이다. 학습동기는 학습 과정을 성공적으로 지속하기 위한 가장 중요한 요인이기에, 음악 학습 과정에서 학습자들을 이해하는 데 유용한 내용을 제공하는 동기 관련 연구는 보다 심도 있게 연구될 필요성이 있다. 본 연구 는 학습동기이론을 적용한 음악 교수·학습 방법을 제시하는 데 그 목적이 있다. 이 를 위해 본 연구에서는 동기와 동기이론의 다양한 심리학적 관점을 살펴보고, 학습 과정에 중요하고도 깊이 관여되는 목표, 욕구, 자기효능감, 귀인, 학습된 무기력 등 의 동기 관련 요소들과 정서적 요소들이 실제로 학습자에게 어떠한 영향을 미치게 되는지를 음악 학습 상황에서 기술하였다. 학습동기이론을 적용한 음악 교수·학습 방법으로는, 학습동기와 정서적 요소들의 특성들을 고려한 음악 수업의 원리와 초· 중등 음악 수업에 적용 가능한 교수·학습 전략들이 제시되었다. 음악 교수·학습 전략은 수업 시작 단계에서의 학습동기 유발을 위한 전략, 수업 전개 단계에서의 학습동기 유지를 위한 전략, 수업 정리 단계에서의 학습동기 증진을 위한 전략들로 구성되어 각 단계에서 구체적인 내용으로 기술되었다. The ideal school music class would be a class that abides by the context of documented music curriculum and that all of the students learn enjoyably, feel and think of music beautifully, and positively participate in various music activities. However, fulfilling this type of music class in school reality is not an easy task. A learner’s motivation is what greatly influences the whole learning process. Learning motivation is the most important factor that allows the learning process to sustain successfully. Therefore, it is necessary for a study regarding motivation that provides useful contents to understand the learners in the music process. The purpose of the present study is to provide a music teaching/learning method based on the learning motivation theory. The specific aims of this study are to look over the motivation and motivation theory in the psychological aspect and to investigate how motivation-related and emotional factors such as objective, needs, self-efficacy, attribution, and learned helplessness, which are not only important but also deeply involved in the learning process, affect the learners in the issue of music learning. Principles of music class based on learning motivation and emotional factors and the strategies for music teaching/learning that can be applied to elementary and middle school music classes were suggested as music teaching/learning methods based on the learning motivation theory. The strategies for music teaching/learning, which are categorized as strategies for learning motivation induction in the beginning, learning motivation maintenance in the development, and learning motivation improvement in the closing, are provided.

고든의 음악학습이론과 연계된 음악 교과서 교사용지도서 연구-Jump Right In : the Music Curriculum, Teacher's Edition을 중심으로-

홍승연 한국음악교육공학회 2021 음악교육공학 Vol.0 No.46

The primary goal of this study was to analyze the teacher's guide of Jump Right In: the Music Curriculum, Book 1, which has a composition not covered in the existing elementary music textbooks. As a result of the analysis, based on the similarity between music learning and language learning, which are the prerequisites of music learning theory, Jump Right In was consistently composed of a teaching-learning plan to expand the musical listening vocabulary required for music learning. Musical listening vocabulary was structured to learn according to Gordon's technical learning hierarchy, and classroom classes are conducted in a three-stage method of ‘whole/part/whole’. The characteristic structure was compositional learning hierarchy and rhythm learning hierarchy. In addition to the composition in major and minor, various tonalities such as Dorian, Phrygian, Lydian, Mixolydian, Aeolian, pentatonic scale, and multi tonal were used. Among the 17 types of activity in the selected songs, movement (37.7%) and singing (24.5%) activity were the dominant, followed by musical instruments, dancing, and preparing sheet music (10.4%). 본 연구의 목적은 고든의 음악학습이론을 적용한 음악교과서의 교사용지도서, Jump Right in the Music Curriculum, Book 1, Teacher's edition을 분석하고, 우리나라 초등 음악교과서 집필에 유의미한 시사점을 제시하는데 있다. 분석결과 첫째, Jump Right In은 매우 독특하면서 일관된 구성방식으로 모든 교수학습에 대한 계획을 제시하고 있었다. 둘째, ‘전체/부분/전체’ 3단계 방식으로 수업을 진행하면서, ‘부분’에서 조성 및 리듬 학습위계활동을 통해 구별학습(듣기/모방하기, 언어연합, 부분통합)과 추론학습(일반화, 창작/즉흥연주하기)을 단계별로 적용하고 있다. 셋째, 제재곡에 사용된 조성은 장조(58.4%) 외에도 화성단음계(9.3%), 도리안(6%), 다중조성( 5.6%)과 에올리안(5.6%), 믹솔리디안(3.8%) 등 다양했고, 박자도 혼합박자, 겹박자, 다중박자 등 다양하게 분포했다. 넷쨰, 제재곡을 위한 활동은 17가지 중 움직임(37.7%)과 노래부르기(24.9%)가 주를 이루고 있었다. 시사점으로는 첫째, 음악적성 성장기 학령인 초등학교 1, 2학년 음악 교과 수업 재개의 필요성, 둘째, 장조 중심의 제재곡에서 다양한 조성과 박자의 제재곡 개발과 제시의 필요성, 셋째, 음악적성 신장에 필수적 요소인 ‘조성’과 ‘리듬’을 중심으로 매 수업시간에 교수학습 할 수 있는 일관된 구성방식의 필요성 등이다.

유,초등 연계를 고려한 Violin 교수,학습 활동 방안 연구 -만 4세-만 7세 유,아동을 중심으로-

김지혜 ( Ji Hye Kim ) 한국달크로즈유리드믹스학회 2008 종합예술과 음악학회지 Vol.2 No.1

최근 피아노와 함께 대중적으로 교육되고 있는 바이올린 교육은 정서적 안정과 집중력을 기르고, 음악 기능 및 소질 개발에 긍정적인 영향을 줄 수 있다. 이러한 바이올린을 초기 경험하는 대부분은 만 4세에서 만 7세에 해당하는 아동이며, 이들은 발달 단계 특성상 유사점이 많고 연계적인 특성이 매우 강하기 때문에 발달 단계 특성과 음악적 인지 특성의 연계성을 고려한 바이올린 교수·학습 활동 방안에 대한 연구를 모색하여야 할 필요성이 있다. 이러한 필요성에 따라, 본 논문은 유·초등 연계를 고려한 바이올린 교수·학습 활동 방안에 대한 연구를 하였다. 연구의 이론적 근거는 발달 심리학적 근거를 제공하는 Piaget의 인지 발달론과 교육 방법을 제시해줄 수 있는 Dalcroze, Kodaly, Orff, Suzuki의 음악 교육론을 살펴봄으로써 유아기 14차시, 초등학교 14차시, 총 28차시의 연계적인 교수·학습 활동 방안 계획을 마련하였다. 또한 유아와 초등학교 아동의 바이올린 교수·학습 활동에 대한 연구를 구체적으로 실현할 수 있는 방안을 각 차시 별로 제시하였다. 그러나 아래의 논문은 원저자의 연구 내용을 요약한 것으로서 한눈에 쉽게 이해할 수 있는 ``표`` 를 주로 사용하였으며, 구체적 교수·학습 활동 방안 28차시 계획 중에서 유아기 1차시와 초등학교 1차시만을 제시하였다. 또한, 이론적 배경은 생략하고 저자의 연구 내용을 중심으로 요약하였다. Music education is an important education that can accomplish the cognitive, definitive and psychomotor objectives of education presented by Bloom using music, the most familiar medium which stimulates the aesthetic attribute of humans. This music education is being materialized in a variety of forms, including instrumental music, singing, creation, and appreciation. Among the instrumental music education, especially violin is today being educated popularly together with piano as a musical instrument that builds up emotional stability and concentration ability and also has a positive effect on the development of musical skill and aptitude. Accordingly, along with an increased interest on violin education, various educational methods are being studied and also educated at fields. The problem, however, is that the education is focused on the effective technique improvement without considering the characteristics of developmental and musically-cognitive ability of the children aged 4 to 7 initially experiencing violin, namely young children and low-grade elementary school students who are immature from all of physical, mental and social aspects. But in case of violi education without understanding the developmental features of infants and children, they are apt to lose interest in violin and a non-educational result losing a liking for music can also be caused. Therefore, it will be necessary to study methods to educate violin suitably to the developmental features of them, and in particular, because children aged 4-7 have much similarity and strong connective features in their developmental phase, it is necessary to seek to study violin teaching & learning activity plans taking account of the connectivity of developmental phase characteristics and musically cognitive ones. According to this necessity, this paper was conducted for studying violin teaching & learning activity plans taking preschool & elementary connection into consideration. The theoretical grounds of the study were prepared by looking into Piaget`s theory of cognitive development-providing developmental and psychological grounds-and the music education theory of Dalcroze, Kodaly, Orff and Suzuki-that can suggest educational methods. For the music education of young children based on these, the suggestive points of theoretical backgrounds referred to as the "sensual music experience through active plays and physical expression," were derived and summarized, and those referred to as "cognitive music experience and the education of music instruments" were summarized for the music education of elementary school students. Thus the violin teaching & learning activity appropriate to young children was defined as "Preliminary violin technique teaching & learning activity", that adequate to low-grade elementary school students was defined as "Violin technique teaching & learning activity", all factors needed for the activity plans of each period were looked into taking account of their connectivity, and the connective teaching & learning activity plans of 14 cycles each for young children and elementary school students, in other words, a total of 28 cycles, were worked out. In particular, the preliminary violin technique teaching & learning activity plan was intended to suggest violin education adequately to the developmental phase of young children by proposing various learning methods such as physical expression, rhythm learning, simulated violin and simulated-bow violin experience. In conclusion, this study concretely conducted a study of violin education considering the developmental phase, music-cognitive features and connective characteristics of young children and low-grade elementary school students, most of those who initially experience violin, but it has a limitation whose effects were not verified through field applications. It is suggested, therefore, that the studies on violin teaching & learning activity plans considering the connection of pre-school and el

언어 습득 과정과 음악 학습 순서의유사성과 의미: 크레센의 입력가설과 고든의 음악학습이론을 중심으로

홍승연 ( Seung Youn Hong ) 민족음악학회 2014 음악과 민족 Vol.48 No.-

The aim of this study is to find some suggestions from the hypothesis and theories regarding the language acquisition and to apply the suggestions to music learning sequences. The procedure of the study is that the development of language acquisition theory especially concentrated on learning theory and acquisition theory. After studying the theories, some similarities between the music learning theory and language acquisition one are analysed and known to be applied. The input and filter hypothesis by Krashen tell that in low anxiety and high self-esteem and motivation environment for learner is very important to succeed language acquisition. The beginning point of language acquisition is from listening not from talking or reading. It can be applied that music instructor should be aware of the beginning point of learning music is the same as language acquisition by Gordon. Music teaching environment should be getting rid of any kinds of filters that make kids feel uncomfortable to do music.

초등 1∼2학년군 교과서 음악제재에서 표상양식별 학습 관련성 분석

함희주(Ham, Heeju) 공주교육대학교 글로벌인재교육센터 2019 교육실습연구 Vol.1 No.1

본 연구는 표상양식별 음악학습의 필요성과 초등학교 통합교과 교과서의 음악 제재에서 표상양식의 활용을 분석한 것이다. 연구 내용은 첫째, 표상양식별 음악학습 이론과 초등 학습에서의 필요성, 둘째, 초등 1∼2학년의 음악 교수 ․ 학습 방식, 셋째, 통합교과 교과서의 음악활동 분석을 통해본 표상양식별 학습의 적용현황, 넷째, 연구결과가 교사교육과정과 교육실습에 주는 시사점 제시이다. 연구 결과, 초등 음악 학습에서 표상양식별 학습은 효과적인 것이며, 통합 교과 교과서에 수록된 음악 학습제재에서 표상양식의 활용은 영상적, 상징적, 작동적 양식의 순으로 나타났다. 결론적으로 초등 저학년 단계에서 표상적 학습은 초등학습에서 음악 지식의 구조를 이해시키기 위한 적절한 방법으로 좀 더 다양하게 적용하는 것이 필요하다. 이 결과를 실행하기 위해서는 교사의 역할이 중요하다는 점을 인식하여 교사교육과정에서 전문적 교수이론을 적용시키기 위해 교육실습을 잘 활용해야 함을 시사한다. This study is to examine the necessity of the generative learning theory for teaching music and analyze the ‘pleasant life school textbooks which are the elementary school integrated textbooks. These integrated textbooks are considered to be appropriate for examining the application of this theory. The analysis of the study is focused on the following three aspects with consideration of the generative learning theory for the first and second graders. Firstly, this study is focused on the investigation of the generative music learning theory and its necessity for learning music. Secondly, the music teaching and learning styles of the elementary first and second graders are analyzed. Thirdly, the present status of the generative learning applied in these textbooks is examined. The major result of the study shows that most used modes of representation in presenting music learning materials in the textbooks were in the order of visual, symbolic, and operational modes.

해외 음악이론 소프트웨어를 활용한 수업 사례: 대학 화성학 강좌를 위한 ‘뮤지션’(Musition) 프로그램

김유미 한국음악교육공학회 2024 음악교육공학 Vol.- No.58

This paper aims to present a case study on the utilization of the music theory software 'Musition' in harmony courses. Thus, this paper first examines the evolution of music theory education abroad, exploring specific applications in university-level harmony courses. 'Musition,' developed by the Australian company Rising Software, is a music theory software that spans fundamental music theory to advanced harmonies and four-part writings, providing a tremendous number of syllabi, contents, assignments, and exams, which are applicable to university music theory curricula. Through the use of 'Musition,' several key advantages have been identified. Instructors can plan their classes freely according to the course content and structure assignments and exams using a substantial number of examples and contents. Furthermore, automatic generation of grading and student evaluation reports are available, even in complex four-part writings. Considering the key features of Musition, this papers argues that the development of music theory software not only eases the burden on instructors in lesson planning, grading, and student management but also encourages students' self-directed learning. I hope such music theory software will be applicable to music theory education in Korea.

음악수업에서의 협동학습의 의미와 적용: 중학교를 중심으로

정재은 한국음악교육공학회 2011 음악교육공학 Vol.- No.12

The main purpose of this study was an analysis of theories on cooperative learning proved as the one of the effective methods in music education. In the 2007 Revised Music Curriculum, the application of the principles of various teacing and learning methods in music education was emphasized to provide the effective instuction in classroom. In the initial phase of the study, theories on cooperative learning were examined. Theories included the meaing, the principles, the characteristics of the cooperative learning. Then, based on the theories examined, various cooperative leaning model, for example, Student Teams Achievement Divisions: STAD, Teams-Games-Tournament: TGT, Team-Assisted Individualization: TAI, Cooperative Integrated Reading and Composition: CIRC, Jigsaw, Group Investigation: GI, Learning Together: LT, Co-op Co-op were examined in four ways. The analysis of the music text book in the secondary school focusing on the application of the principles of the cooperative learning theory was added. In addition to, Four cooperative leaning model - Teams-Games-Tournament: TGT, Cooperative Integrated Reading and Composition: CIRC, Learning Together: LT, Co-op Co-op - were selected to suggest the lesson plan in the music classroom in secondary school. Finally, conclusion and the suggestion to the future research was mentioned. 본 연구에서는 2007년 개정 음악과 교육과정의 중점 내용 중 하나인 다양한 교수방법의 활용을 적용하는 데 있어, 효율적인 음악 교수 방법 중 한가지로 입증되고 있는 협동학습의 원리와 이에 포함되는 다양한 모형을 음악수업에의 적용이라는 관점에서 기존의 문헌연구를 통해 분석해 보고자 하였다. 협동학습 이론이 중등 보다는 초등음악수업에 다양하게 적용되어 있는 현실을 감안하여 본 연구에서는 초등이 아닌 중학교에서 사용되고 있는 교과서를 중심으로 협동학습의 적용실태를 파악하였다. 또한, 분석을 통해 얻어진 결과를 바탕으로 협동학습모형 중 팀 경쟁학습(Teams-Games-Tournament: TGT), 읽기와 쓰기 통합학습(Cooperative Integrated Reading and Composition: CIRC), 함께 학습하기(Learning Together: LT), 자율적 협동학습(Co-op Co-op)을 선택하여 2007년 개정 음악과 교육과정의 내용에 근거를 두고 실제 수업에 적용할 수 있는 음악과 교수-학습 과정안을 제안하고자 하였다.

음악분석, 그리고 분석을 위한 글쓰기 - 음악분석을 논술중심전공교과(WAC)의 시각에서 바라보기 -

최원선 ( Won Sun Choi ) 연세대학교 음악연구소 2018 음악이론포럼 Vol.25 No.2

이 연구는 음악분석을 논술중심전공교과(Writing Across the Curriculum: WAC)의 시각에서 바라보고자 하는 시도이다. 본 연구는 첫째 논술중심전공교과의 시행 목표가 ‘학습을 위한 쓰기’와 ‘쓰기를 위한 학습’을 지향한다는 점, 둘째 글쓰기를 매개로 교과의 커리큘럼 자체를 변형시키는 프로그램이라는 점, 셋째 능동적인 학습자 중심의 교육을 추구한다는 점에 주목한다. 그러므로 이러한 교육방식을 음악분석의 교과과정으로 적용해보기 위해, 음악분석의 ‘글쓰기 집중 교과목’으로서의 운용 가능성을 타진하고 논술중심전공교과 교수·학습을 위한 기초자료를 제공하는 데 연구의 의의를 둔다. 음악분석은 분석의 과정이 ‘글’로서 전개되는 글쓰기의 한 측면이며 논리적이며 창의적인 서술의 한 과정을 포함한다. 그러므로 글쓰기를 통한 음악분석의 방법론적 접근은 논리적인 사고를 바탕으로 음악을 설득력 있게 서술하기 위한 전공 심화 차원의 학습 효과들을 기대할 수 있게 한다. 이에 이 연구에서는 문헌연구 방식으로서 첫째 글쓰기에 관한 선행연구들의 고찰을 통해 본 연구의 기본 방향을 설정하였고, 둘째 음악이론 영역의 학문적 입장을 통해 글쓰기와 음악분석에 관한 상관성을 조명하였다. 셋째 글쓰기 및 음악분석 관련 교과에 대한 우리나라 대학의 운용 현황 검토를 통해 논술중심전공교과로의 현실화 방안을 구상하였고, 넷째 이를 중심으로 음악분석의 논술중심전공교과로의 수준별·단계별 적용에 대해 구체화하였다. 끝으로, 이 같은 시도는 학문적 전문성과 의사소통 능력을 동시에 꾀하기 위한 융·복합 시대의 음악이론 교육을 바라보는 또 하나의 교수적 관점에서 해석되어야 하겠으며, 음악분석의 논술중심전공교과 강의 개설을 위한 첫걸음이란 시점에서 이해할 필요가 있다. 왜냐하면 음악분석의 교과 운용은 현실적으로 대학별, 전공별로 편차가 클 뿐만 아니라 교과의 내용은 실제 강의를 담당하는 교수자에 의해 상이하게 진행되기 때문이며, 더욱이 음악분석을 논술중심전공교과로 지정하기 위한 제도적 노력이란 학술적인 연구결과들의 축적 없이는 무의미하기 때문이다. This paper presents an attempt at looking at music analysis from the perspective of WAC(Writing Across the Curriculum). The study first focused on the fact that the implementation goals of WAC were "writing to learn" and "learning to write." It also focused on the fact that WAC was a program to change the curriculum of a subject itself via writing and sought after active learner-centric education. The present study thus set out to explore the possibilities of running music analysis as a "writing intensive course" and provide basic data for the teaching and learning of WAC in order to apply this educational approach as a subject curriculum in music analysis, thus holding its significance. Music analysis is an aspect of writing in which an analysis process develops as a 'piece of writing' and include a logical and creative process of description. The methodological approach of music analysis via writing is thus accompanied by expectations for learning effects at the intensive major level to describe music in a persuasive manner based on logical thinking. The study first set its basic direction by examining previous studies on writing as part of its literature study approach. Second, it shed light on correlations between writing and music analysis through the academic position of the music theory area. Third, it reviewed the current management of subjects related to writing and music analysis at universities and devised a plan to realize them as WAC programs. Fourth, it suggested specific ideas for the application of music analysis as a WAC program by the level and stage. Finally, this attempt should be interpreted from another teaching perspective to look at music theory education in the era of convergence and integration to promote academic professionalism and communicative skills at the same time and understood as the first step in the introduction of music analysis as a WAC program. It is partly because the management of a music analysis subject widely varies among different universities and majors in reality with different professors teaching different content in their lectures on it. It is also partly because institutional efforts to designate music analysis as a WAC program will be meaningless without the accumulation of academic research findings.

고든 음악학습이론 관련 국내 연구동향 분석

홍승연 한국음악교육공학회 2016 음악교육공학 Vol.- No.26

이 연구는 고든의 음악학습이론과 관련된 국내의 연구동향을 살피는데 그 목적이 있다. 분석조사 대상은 국내 학술지에 발표된 논문 33편과 학위논문 69편 등 총 102편이다. 조사대상 추출을 위해 RISS와 KISS를 도구로 이용하였고, 추출 핵심어는 ‘음악학습이론’, ‘오디에이션’ 등으로 사용하였다. 분석기준은 선행연구를 토대로 발행연도, 연구영역, 연구주제, 연구방법, 연구대상, 연구수행 등으로 나누어 살펴보았다. 분석 결과 첫째, 1990년 이전까지 국내에서는 고든 음악학습이론과 관련된 연구가 진행되지 않았던 것으로 나타났다. 둘째, 연구영역 연구동향은 학술지의 경우 이론관련 영역이 16편(49%)에 이르고, 학위논문의 경우 수업적용 영역의 연구에 33편(48%)으로 집계되었다. 셋째, 연구주제별 동향은 학술지의 경우 적성검사 등 기타 주제에 18편(55%), 학위논문의 경우 음악학습이론을 주제로 한 논문이 36편(52%)으로 집계되었다. 넷째, 연구방법별 동향은 학술지와 학위논문 모두 질적연구 보다는 양적연구와 혼합연구 방법을 선호한 것으로 나타났다. 다섯째, 연구대상별 동향은 학술지의 경우 64%(21편)가 유․초등을 대상으로 한 반면, 중․고등을 대상으로 한 논문은 3%(1편)에 불과했다. 학위논문의 경우 오히려 중․고등 대상이 35%(24편)였고, 유․초등 대상은43%(30편)로 확인되었다. The preliminary purpose of the study is to analyse the research trends of Music Learning Theory publicized in 1971 by Edwin E. Gordon, based on classified criteria derived from the review of its related researches during from 1990 to 2015. The objects of the analyzation was 33 papers from the periodic research papers and 69 graduated students' thesis in Korea. The terms, 'music learning theory' and 'audiation' are used to extract those papers. As a result, before 1990 there was no research related to Gordon's music learning theory. Second, in research area trend 16 papers(49%) for the theory and 33 thesis(48%) applying the theory for music classes are sorted. Third, in research theme trend 18 papers(55%) for the musical aptitude and 36 thesis(52%) for the theory are interested and sorted. Fourth, in research method trend quantitative method is more interested in than qualitative method in the both sides. Fifth, in research object trend 21 papers(64%) for the kindergarten or elementary children and 30 thesis(43%) for the middle or high school students are more focused on.

A Preliminary Survey Investigation of College Students’ Perceptions on the Use of Music inEnglish Conversation Class

Helen Keysoon Yi 한국영어교육연구학회 2017 영어교육연구 Vol.- No.48

In general, it is widely known that music is helpful and useful in learning English, Nevertheless, this kind of common sense is limited only for children. Therefore, there are not enough programs or methods except using pop songs for adults. As a result, adults start to learn English how to read and write first other than how to listen and speak. Moreover, college students usually learn English conversation with textbooks which are not included any English songs. Therefore, there are only a few studies in related music and English for college students. Such being the case, the purpose of this paper is to investigate college students’ responses if they are interested in music. This study focused on how students feel about classical music, what type of music they like, and how they perceive of using English songs. The study was held in 2-year college located in southern part of Geonggi-do. Participants were 83 students who were enrolled in first year English conversation course which is required for their degree completion. In this study, the author is going to inquire if Gordon’s Music Learning can be adopted into English conversation class. In order to do that, classical instrumental music were played before the class and English songs were played during the break time of the regular class as a background music. Data collection is by means of survey including 6 categories with 16 questions created by author. The questionnaire survey uses a five-point Likert type scale. The results of the survey suggests that 99% of the students become familiar and fearless about English songs. As a result, it is approved that Gordon"s Music Learning Theory can be adopted for college English conversation class.