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

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.

The purpose of this study was to examine the effects of an after-school music program on music underachievers` musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell`s Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n = 33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell`s Music Achievement Test (MAT), Kim`s Social Development Scale (SDS), and Hare`s Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers` musical growth and may also support music underachievers` social development and self-esteem.