The Purpose of this study is to develop an educational program for early childhood music appreciation based on mind – body monotheistic oriental mind theory and to verify the application effects it has on children. I. What is the composition... The Purpose of this study is to develop an educational program for early childhood music appreciation based on mind – body monotheistic oriental mind theory and to verify the application effects it has on children. I. What is the composition of an early childhood music appreciation education program based on oriental mind theory? I-1. What is the purpose and goal of the program for early childhood music appreciation based on oriental mind theory? I-2. What is the content of the early childhood music appreciation based on the oriental mind theory? I-3. What are the teaching and learning methods of the children’s music appreciation education program based on the oriental mind theory? II. What is the effect of applying the early childhood music appreciation program based on oriental mind theory? II-1. What is the effect of early childhood music appreciation program based on oriental mind theory on children’s musical attitude, musical concept, and musical expression ability? II-2. What is the effect of early childhood music appreciation program based on oriental mind theory on children’s emotional intelligence and prosocial behavior? The purpose of this study was to examine the literary review and prior research on early childhood appreciation of musical education, to observe the actual conditions in the field, to investigate the needs of early childhood appreciation in musical education, Application of musical appreciation education in the curriculums of kindergarten. This study is the first expert in depth interview. Based on the needs of the interviews, the program consisted of goals and objectives, teaching contents as well as teaching new learning methods of early childhood music appreciation education based on oriental mind theory. In order to verify the effect of music appreciation education for children based on the oriental mind theory, kindergartens located in the city of Gyeonggi–do was assigned to the 5-year-old class experimental group (1 class : 25 students ) and the comparative group (1 class : 24 students). The experimental program was developed 14 times a week for 7 weeks. The test instrument used to verify the effectiveness of the program was the musical concept test tool used by Kwak Young-Suk(2010) developed by Park Eun-Young(2011), a total of 89 questions presented by Lorton and Recording Skill Development in music, The children’s emotional intelligence scale test tool, Babcock, Hartle & Lamme(1995) developed by Lee, Byung Rae(1997) based on the emotional intelligence model of Salovey and Mayer(1996) Based on the evaluation scale of Kim, Young-Ok(2003), it was measured by the prosocial behavior test tool for infants modified according to the cultural contact of Korea. In order to verify the difference between the test scores and the test scores of the comparison group, the t-test and covariance analysis, correlation analysis, multiple regression, multiple analysis and structural equation analysis were performed using the SPSS Ver. 21.0 Program. Structural equation analysis was performed on SMART-PLS Ver.3.2.1 and repeated 500 times, calculating the significance. In this study, we developed and applied a music appreciation program for children based on the oriental mind theory. The results of this study are as follows: First, through this study, it was concluded that it was possible to present a concrete direction for the theory and the practice of music education, which identify the Korean people. This study developed an early childhood music education program based on oriental mind theory. The program’s composition was developed by accepting relatedness and expressionism which are considered to be consistent with the philosophy of oriental mind theory among western aesthetic music approach. The specific teaching method was developed by converting the integrated education aimed at early childhood education. The purpose of the developed program was to create a beautiful personality that is fully manifested in the nature of humanity. These pro-social behaviors were acquired through artistic musical values, attitudes and abilities, including deeper insight on humanity and mental education based on mind and body work theory. The research attempts to incorporate oriental mind theory into its musical viewpoints through the western view that has led to the development of modern music education theory. It was a difficult process proving these significances because it was the first novel approach. The study’s greatest significance was concluded that it is very meaningful and beneficial to incorporate the theoretical framework of music education for our children, along with a scholarly subjectivity. Also, for the teachers who once did not have confidence in incorporating the music appreciation education actives have positively ed that they are now much more confident about the benefits of music education by performing this program. In particular, the teachers evaluated that these methods provided a great tool for children to naturally understand the inner story of music. In the future research, it is expected that the apperception education of childhood music should be developed in various ways. It is more intensified and based on specific logical criteria and reason. Second, As a result of applying the music appreciation education program developed in this study to children, it was concluded that the program has positive effects on musical emotional and prosocial aspects. Having a definite impact, the differences in speed, melody and chord of the musical concepts showed statistically significant results between the 2 groups. The melancholy toned concepts were best suitable for the developmental stage of a 5-year-old child under the subject of the study. However, further study is needed in the future. Study focused on the sub – factors of emotional intelligence, self – expression intelligence and self – control intelligence showed significant difference. On the other hand, there was no significant difference between the intelligence perception and the ability to control others’ behavior. These results are inferred to reflect the developmental stages of emotional intelligence of 5-year-old. Musical expressive ability, musical concept, emotional intelligence, pro-social behavior, and pro-sociality showed significant differences. On the other hand, musical concept and musical attitude did not show any significant difference. These results indicate that musical activities such as singing, playing musical instruments, expressing one’s body, making music are related to musical elements such as pitch and speed. It is also related to musical attitudes such as aggressiveness, attention, expressiveness, curiosity, interest, and emotional intelligence and pro-sociality. In order to develop ones emotional intelligence, it is more effective to develop emotional intelligence with interest to play musical instruments above all. These results suggest that early childhood education centering on melody can be affective for the development of emotional intelligence. Especially, it is thought that stringed instrument learning can be more effective for developing emotional intelligence among musical instruments. Therefore, it is necessary to further study the musical teaching and learning of the melody centered on the musical instrument in the future. Third, in this study, we conclude that various researches for music education are necessary form the main results of effectiveness verification. As one of them, in this study, sub-factors of musical concept were set as independent variables. Sub factors of emotional intelligence were set as dependent variables, and multiple regression analysis was performed. At this time we found a statisticantlly significant amount of influence on self-awareness was due to chord and dynamics. We also discovered that tone and rhythm has low internal reliability. The beta value of the chord was higher than that of the dynamics. On the other hand, the emotional intelligence has had a statistically significant effect on self-control ability as a dependent variable. Interestingly, the value of the regression coefficient of the speed was the influence represented by a negative value. The higher the sense of speed, the more self-regulating intelligence was interpreted as decreasing. These results suggest that the speed of music in the developmental stage of the 5-year-old can be confident, and this may be related to the decrease in self-regulation ability. However, understanding of the more specific causes is likely to be possible through further studies in the future. This tendency of speed was also revealed in the ability to recognize others. In other words, the non-standardization coefficient is statistically significant. It showed positive effect, but the speed has a negative effect. This result may be a problem of the internal reliability of dynamics and speed, but further study is needed in the more number of samples and more sophisticated experimental designs in light of statistical significance. Fourth, The casual relationship of the five factors were finally deduced through structural equation modeling. For this, music expression ability was set as a casual factor, inc;uding prosocial behavior and emotional intelligence. As a result, musical concept and musical attitude were the mediating factors. As a result, prosocial behaviors and emotional intelligence descriptive R squared were higher in other word. This means that the causal factors can predict more than 70% and 50% of the result factors, respectively. This means that prosocial behavior and emotional intelligence can be interpreted as much as possible through music education for children. These results suggest that it progresses through musical expression musical attitude emotional intelligence pro-social behavior is possible. Fifth, it was concluded that oriental music or Korean traditional music needed to be utilized more actively in childhood music appreciation education. This study selected 14 songs, from western music and from oriental music. When applied to the filed, both children and teachers enjoyed all of the selected songs, but they were more interested in Korean traditional music. As in most Korean children, the research children were also exposed to the typical traditional nursery rhyme. In this study, the research children showed more interest in than new songs, such as Daechuitta, Sujecheon, and Yeominrock than western music. The reason for this was that it allowed us to collect data regarding the preference of musical appreciation in early childhood education. It was found that there was more interest in new oriental songs. In addition, even though Korean children were not consciously aware of the influences, there were influenced by the oriental sensibility. This thought system is pervasive in our culture, so that we can naturally interpret the fact that more interested and sensitivity was moved through oriental music. In this study, we did not verify the effect of classifying different music in the oriental and western origins. In the later study, we hope to apply the same idea from the oriental music to the western music each other. It will be also interesting to study whether there are differences among western children and their cultural musical influence that has the same correlation among oriental children. This study has implications for the study of musical education by combining oriental mind theory with Korean music appreciation education. Originally been influenced among with the western music appreciation education. For now on we can now look at oriental music appreciation education. Through this study, the music appreciation education program applied oriental mind theory on the theoretical basis of what the western music is expected to be active in the field. It is anticipated that the integration of the oriental mind theory will be an important opportunity to be active as an educational program, promoting sensitivity and personality in music education as well as in early childhood education.
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