고든의 오디에이션 이론에 기초한 초등음악수업에서의 즉흥연주지도 = Teaching Audiation-based Improvisation in Elementary Music Class

다국어 초록 (Multilingual Abstract)

Successful improvisation is dependent on the recognition of relationships among musical elements and the assimilation of the syntactic feature of the music. In order to be able to manipulate the structures of music into an organized, spontaneous, meaningful performance, students should create organized musical meaning in their thought process. Gordon coined the term “audiation” to describe the process of making musical meaning. Audiation is the ability to hear and to comprehend music for which the sound is not physically present, is no longer physically present, or may never have been physically present. Audiation is the ability to think musically. Although music is not a language, the process is the same for audiating and giving meaning to music as for thinking and giving meaning to language. The highly skilled audiators can recognize familiar music, identify unfamiliar parts on the basis of their relationship to familiar parts, and give meaning to the whole. They can also retain the understanding of musical sound over and over and draws on their understanding to improvise music. The more accurately students are able to audiate musical patterns, the better they can improvise music and eventually establish music understanding. For successful improvisation, it is vital to develop a larger vocabulary of musical patterns, and organize and restructure the patterns. Therefore the purpose of this study is to improve students` audiation and improvisation abilities and enhance their musical understanding using Gordon`s audiation-based improvisation activities and sample lesson plans in elementary music class. The sample lesson plans provide music teachers with knowledge and tools to develop students` audiation within the context of traditional music teaching practice. Gordon`s music learning theory gives a powerful way to enhance the many things music teachers already do well. Although they do not directly apply Gordon`s music learning theory to their music class, they would be able to help the enhancement of students` audiation and improvisation ability by teaching the skills and contents students learn in music class applied to music learning theory. Some guidelines that help teachers apply the suggested improvisation activities and sample lesson plans to their music class are as follows: First, to improvise meaningfully, students should spend enough time listening to a song and sing it while audiating, then improvise. Second, teachers have musical ear and competency so that they can provide accurate modeling and feedback. Third, it is desirable that the steps to improvisation should be modeling, audiating, whole class improvising, and individual improvising. Last, the introduction of music notation is somewhat delayed until stu- dents` executive audiation vocabulary of rhythm patterns and tonal patterns are developed. Based on this study, it is expected that the effectiveness of the audiation-based improvisation activities and sample elementary music lesson plans would be carried out in the further study.

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