움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도, 사회성발달, 자아존중감 향상에 미치는 영향 연구 (The Effects of a Movement-Based After-School Music Program on Music Underachievers’ Musical Achievement, Social Development and Self-Esteem)

서지정보

· 발행기관 : 한국음악교육학회
· 수록지 정보 : 음악교육연구 / 42권 / 3호 / 183 ~ 212페이지
· 저자명 : 윤관기

초록

본 연구의 목적은 움직임을 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도, 사회성발달, 자아존중감 향상에 미치는 영향을 밝히는 것이다. 연구대상은 대전, 충남에 위치한 3곳의 초등학교 5학년 학생 494명을 대상으로 콜웰(R. Colwell)의 음악성취도(Music Achievement Test)를 실시한 후, 그 중에서 점수가 하위 25%의 학생들을 무작위로 66명을 선정하였다. 음악과목 학습부진아동으로 선정된 33명은 실헙집단으로서 방과 후 학교 음악프로그램에 참여하였고, 통제집단 33명은 참여하지 않았다. 본 연구의 결과는 움직임에 기초한 방과 후 학교 음악프로그램은 음악과목 학습부진아동들의 전체 음악성취도 향상에 유의미한 결과(F = 5.178, p > .026)를 보였으며, 사회성발달과 자아존중감은 실험집단이 통제집단보다 근소하게 향상되었다.

영어초록

The purpose of this study was to examine the effects of anafter-school music program on music underachievers' musicalachievement, social development and self-esteem. A true-experimentalpretest-posttest design was used and included 14 hours of treatmenttime. The subjects (N = 66), fifth-grade students were randomlyselected from the lowest quartile of scores on Colwell's MusicAchievement Test (MAT), which was administered to all fifth-gradestudents (N = 494) in three Korean elementary schools. The treatmentgroup (n = 33) experienced a movement-based after-school musicprogram (MAMP); the control group (n = 33) did not receive theafter-school music program. Measurements included sections ofColwell’s Music Achievement Test (MAT), Kim's Social DevelopmentScale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher andmusic teachers of each school administered all measurements. Fourteentreatment lessons occurred over fourteen weeks. One-way analyses ofcovariance tests were used to test for post-test differences betweengroups. A significant difference was found in music achievement totalscores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences forinterval and meter discrimination tests of MAT. There were nosignificant differences between treatment and control groups in thepost-test scores of the Social Development Scale (SDS) and theSelf-Esteem Scale (HSS). However, for both tests, mean scoresincreased for the treatment group and decreased for the control group.
Results from this study suggest that a movement-based after-schoolmusic program promotes music underachievers' musical growth andmay also support music underachievers' social development andself-esteem.

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