음악수업에서의 다양한 평가방법 및 도구의 제시: 초등 3, 4학년을 중심으로 = Considerations on Evaluative techniques at Music Classroom: focusing on elementary 3rd & 4th grade

다국어 초록 (Multilingual Abstract)

Evaluation in music education can be defined as a process of assessing the degree to which objectives and goals are appropriate and have been attained. Adequate evaluation depends on the selection of evaluative techniques which provide the desired kinds of information.
For presenting the efficient evaluative techniques and means, ‘Assessment’ and ‘what do we hear’ in “Music Connection” using widely in the U.S. is compared with Korean Music Textbook and Teacher's edition. The factors used in comparison are the musical behavior, response methods, concepts, and skills.
The range of evaluation techniques is extensive, including information examinations, listening tests, student reports, interviews, performance tests, activity inventories, and attitude scales.
Musical behaviors focusing on the analysis are aural discrimination, aural identification with note reading, aural identification, background knowledge, compositional, emotive, note reading, playing proficiency, and preference. Reponse methods used for the analysis are pair comparison, successive categories, standard objectives, reproduction, production, verbalization, singing and instrument playing.
As a result of the analysis, the most commonly used musical behaviors are aural discrimination in the music connection and background knowledge in the teacher's edition for Korean music textbook. In the music connection, pair comparison and standard objectives including true-false, fill in blank, and multiple choices are commonly used.