스캐폴딩 학습을 활용한 감상활동이 초등학교 저학년의 리듬, 가락, 음색에 미치는 영향

Abstract

본 연구의 목적은 초등학교 저학년을 대상으로 스캐폴딩을 통한 감상수업을 실시함으로써 근접발달영역 내에서의 스캐폴딩이 음악개념요소인 리듬, 가락, 음색에 미치는 영향을 알아보는데 있다. 본 연구를 위하여 경기도 광주시 O 초등학교의 방과 후 돌봄교실에 참여하는 저학년 22명(남 10명, 여 12명)을 대상으로 10차시의 스캐폴딩을 활용한 음악 감상 수업을 실시하였다. 학생들의 리듬과 가락의 음악적성에 미치는 영향을 알아보기 위하여 한국음악적성검사의 사전 ᠊ 사후 양적연구를 활용하였고, 질적연구로는 학생들의 감상활동지 및 모둠별 활동지, 교사수업일지, 수업녹화 등을 분석하여 리듬, 가락, 음색에 대한 학생들의 변화를 살펴보았다. 이에 다음과 같은 연구결과를 도출하였다. 첫째, 스캐폴딩 학습을 활용한 음악 감상 수업이 전체학생들의 리듬부문 음악적성 향상에 효과적이었다. 학습 전 리듬의 평균점수는 21.8182이었고, 학습 후, 26.4545로 개별 응답자의 학습 전/후 변화 평균은 4.6364이었으며, t검정 결과 이는 통계적으로 유의하게 나타났다.(t=-7.171, p<.000) 또한 가락부문 음악적성검사를 살펴보면, 가락의 평균점수는 24.4545이었고, 학습 후 26.8182로 개별응답자의 학습 전/후 점수 변화 평균은 2.3636 이었으며, t검정결과 가락 역시 통계적으로 유의하게 나타났다. (t=-5.642, p<.000) 따라서 스캐폴딩 학습을 활용한 음악 감상수업이 학습자의 리듬의 음악적성과, 가락의 음악적성에 교육적으로 효과가 있다고 볼 수 있다. 둘째, 스캐폴딩 학습을 활용한 음악 감상 수업이 음악개념요소인 리듬, 가락, 음색의 이해에 효과가 있었다. 학생들의 감상활동지 및 모둠별 활동지, 교사수업일지를 살펴보면, 처음에 학생들은 음악개념요소에 대해 생소한 반응을 보이고, 간단한 리듬 혹은 가락에 대해 인지하지 못하는 모습을 보였다. 하지만 수업이 진행될수록, 음악개념요소를 직접 언급하면서 자신 있어 하는 모습을 보였고, 학생들의 이해 수준에 맞게 음악개념을 표현하기도 하였다. 또한 언어 혹은 신체적 활동을 통해서 스스로 터득해가고 내면화하는 모습을 보였다. 셋째, 스캐폴딩 학습을 활용한 음악 감상 수업을 통해 학생들은 모둠원 과의 스캐폴딩을 통해서 실제적 발달 수준에서 잠재적 발달 수준으로 도약하는 모습을 보였다. 학생들은 자신들의 수행과정을 친구들과 비교해보고, 어려운 과제는 상의하고, 도움을 주면서 문제를 해결하기 위해 노력하였고, 새로운 문제에 직면하였을 때, 이를 포기하지 않고 해내는 모습을 보였다. 넷째, 스캐폴딩 학습을 활용한 음악 감상 수업 진행 결과, 학생들의 음악적인 관심과 흥미도가 향상된 모습을 보였다. 학생들의 수업 모습을 면밀히 관찰한 결과, 학생들의 수업태도는 매 차시가 진행될수록 매우 적극적으로 변화된 모습을 볼 수 있었다. 이는 스캐폴딩을 통한 음악 감상 수업이 학습자의 흥미를 높인 것으로 여겨진다. 따라서 스캐폴딩을 통한 음악 감상 수업은 학생들의 음악적성향상, 음악개념요소 습득, 실제적 발달 수준의 향상, 음악에 대한 흥미 함양에 전반적으로 긍정적인 영향을 주었음을 알 수 있다. 이 연구를 바탕으로 학교 현장에서 스캐폴딩을 활용한 음악수업이 보다 다양하게 이루어지기를 바란다. |This study aims at recognizing effects of scaffolding on rhythm, tune, and timbre which are music concept elements within zone of proximal development by carrying out appreciation class through scaffolding objecting to the lower grades of elementary school. For this research, 22 lower graders (10 schoolboys and 12 schoolgirls) who participated in after-school care class of 0 Elementary School located in Gwangju City, Gyeonggi Province were objected, and music appreciation class utilizing scaffolding of the 10th session was executed. In order to inquire about effects of rhythm and tune of students on musical aptitude, pre-post quantitative research of Korean music aptitude test was utilized, and changes of students on rhythm, tune, and timbre were checked by analyzing appreciation activity sheet of students, activity sheet by group, teacher class diary, class record etc as qualitative research. Thus, research results same as followings were deduced. First, music appreciation class utilizing scaffolding learning was effective to enhancing musical aptitude in the rhythm part of total students. Average score of rhythm before learning was 21.8182, and 26.4545 after learning, and also pre-post changing average of individual responder was 4.6364 in average, and significance appeared statistically as a result of doing t-Test (t=-7.171, p<.000). Besides, when looking at the tune part of musical aptitude test , average score of tune was 24.4545, and was 26.8182 after learning, and also the average score before and after learning was 2.3636, and thus significance was turned out statistically too as a result of doing t-Test (t=-5.642, p<.000). So, it could be seen that music appreciation class utilizing scaffolding learning was effective to musical aptitude of tune educationally. Second, music appreciation class utilizing scaffolding learning was effective to understanding rhythm, tune, and timbre. If reviewing appreciation activity sheets of students, activity sheets by group, and teachers’ class diaries, students showed unfamiliar responses on music conceptual elements first, and the figure of not recognizing simple rhythm or tune. However, students displayed figures of having confidence while stating music conceptual elements directly, and musical concepts were expressed too so as be fit to understanding levels of students. Furthermore, the figure of grasping in person and internalizing looked through language or physical activities. Third, students showed leaping figures to potential development levels in real developmental levels through scaffolding of group members by attending to music appreciation class utilizing scaffolding learning. Students compared own implementation process with their friends, and endeavored to solve problems while giving helps, and also showed the figure of doing without forgiveness when confronting to new problems. Fourth, as a result of progressing music appreciation class utilizing scaffolding learning, improved figure of musical attention and interest ratings of students were displayed. When observing the learning figure of students, class attitudes of students showed changed figures very positively as much as each session was progressed. This means that music appreciation class through scaffolding raised interests of learners. Therefore, a fact could be known that music appreciation class through scaffolding generally affected positive influences to enhancing musical aptitude, acquiring music conceptual elements, elevating real developmental levels, and fostering interests in music. Based on this study, it is expected that music classes utilizing scaffolding would be carried out more variously in the school field.; This study aims at recognizing effects of scaffolding on rhythm, tune, and timbre which are music concept elements within zone of proximal development by carrying out appreciation class through scaffolding objecting to the lower grades of elementary school. For this research, 22 lower graders (10 schoolboys and 12 schoolgirls) who participated in after-school care class of 0 Elementary School located in Gwangju City, Gyeonggi Province were objected, and music appreciation class utilizing scaffolding of the 10th session was executed. In order to inquire about effects of rhythm and tune of students on musical aptitude, pre-post quantitative research of Korean music aptitude test was utilized, and changes of students on rhythm, tune, and timbre were checked by analyzing appreciation activity sheet of students, activity sheet by group, teacher class diary, class record etc as qualitative research. Thus, research results same as followings were deduced. First, music appreciation class utilizing scaffolding learning was effective to enhancing musical aptitude in the rhythm part of total students. Average score of rhythm before learning was 21.8182, and 26.4545 after learning, and also pre-post changing average of individual responder was 4.6364 in average, and significance appeared statistically as a result of doing t-Test (t=-7.171, p<.000). Besides, when looking at the tune part of musical aptitude test , average score of tune was 24.4545, and was 26.8182 after learning, and also the average score before and after learning was 2.3636, and thus significance was turned out statistically too as a result of doing t-Test (t=-5.642, p<.000). So, it could be seen that music appreciation class utilizing scaffolding learning was effective to musical aptitude of tune educationally. Second, music appreciation class utilizing scaffolding learning was effective to understanding rhythm, tune, and timbre. If reviewing appreciation activity sheets of students, activity sheets by group, and teachers’ class diaries, students showed unfamiliar responses on music conceptual elements first, and the figure of not recognizing simple rhythm or tune. However, students displayed figures of having confidence while stating music conceptual elements directly, and musical concepts were expressed too so as be fit to understanding levels of students. Furthermore, the figure of grasping in person and internalizing looked through language or physical activities. Third, students showed leaping figures to potential development levels in real developmental levels through scaffolding of group members by attending to music appreciation class utilizing scaffolding learning. Students compared own implementation process with their friends, and endeavored to solve problems while giving helps, and also showed the figure of doing without forgiveness when confronting to new problems. Fourth, as a result of progressing music appreciation class utilizing scaffolding learning, improved figure of musical attention and interest ratings of students were displayed. When observing the learning figure of students, class attitudes of students showed changed figures very positively as much as each session was progressed. This means that music appreciation class through scaffolding raised interests of learners. Therefore, a fact could be known that music appreciation class through scaffolding generally affected positive influences to enhancing musical aptitude, acquiring music conceptual elements, elevating real developmental levels, and fostering interests in music. Based on this study, it is expected that music classes utilizing scaffolding would be carried out more variously in the school field.