초등학교 5학년 음악수업에서의 프로젝트 접근법 적용

The effects of The Project Approach In 5th Grade Elementary Music Education

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The purpose of this study was to examine the effects of the project approach in 5th grade elementary music class. It took `Korean folk songs` and `Making a story music` as subjects of project through analyzing based of the 7th music curriculum, 5th grade music curriculum and the textbook and developed the procedures of each project based on the Project Approach. According to the procedures developed in this study, it was reconstructed a lesson plan based on the approach that was applied to 5th graders in S elementary school in Suwon, Gyeong-gi province from May to July in 2003. To find out children`s activity, change and reflection in music class after using the Project Approach, this explored a video analysis during the class, participant observation, student`s portfolio, interview, self-evaluation and mutual evaluation materials, also investigated student`s attitude after class with interview and questionnaire. The results of this study was as follows: First, it showed that the activity of students turned to be self-dominated and a distinguished level of achievement, getting familiar with teaching methods through `playing music`. Second, students became more confident with music activities and participated in a music class, as they get to meet the goal through a mutual support and reflective thinking. Third, Project Approach made students develop a lesson plan with teachers and this eventually have led students to feel a compliment and confidence which led to interests in music learning. Fourth, students recognized that performing music should be conducted with cooperation through self-reflection, mutual evaluation, so that they showed improved working attitudes understanding each other. Fifth, it showed that teachers with Project Approach had more job working on curriculum analysis and reformation, organizing music subject, checking out the facilities in class, and coordinating student`s opinion to related to curriculum and supported musical activities. Sixth, music specialist should be cooperated classroom teacher and administrator to arrange the timetable according to the difference between project processing which was planned and actual class processing caused by missing class because of school events. In addition, they asked to come into close relation with a classroom teacher and students to meet the goal.