Arts PROPEL을 적용한 방과후학교 바이올린 수업 연구

After school Violin Class Based on Arts PROPEL - For Begginner Level in Elementary School -

본 연구는 초등 방과후학교 특기·적성 프로그램의 하나인 초급 바이올린 수업에 Arts PROPREL을 적용하여 수업계획을 수립하고 연구하는 것을 그 목적으로 하고 있다. 하워드 가드너와 하버드 프로젝트 팀의 예술 분야 프로그램인 Arts PROPEL과 바이올린 교육법으로 가장 널리 쓰이고 있는 스즈키, 시노자키의 교재를 중심으로 수업을 계획하였다. 우선 Arts PROPEL과 스즈키, 시노자키 교재의 이론적 배경에 관해 알아보고 방과후학교에 적절히 쓰일 수 있도록 연구하여 20주차의 수업계획을 수립하였다. Arts PROPEL의 5단계 도메인 프로젝트를 각 차시별로 효율적으로 구성하고 일지, 비평지를 제시하여 창의적이고 반성적인 수업의 내용이 될 수 있도록 하였다. 본 연구가 초등 방과후학교 바이올린 수업에서 적극적으로 활용되기를 바라며 학생들에게 창의적?심미적 경험을 제공하게 되기를 기대해 본다.

This research is to establish and study a learning plan in respect of the beginning violin lesson, one of after-school specialty and aptitude programs in elementary schools. For a teaching method, the Arts PROPEL was used to allow students to participate in as self-directed learners, turning aside from the traditional apprentice-style education method. Based on reflection of Arts PROPEL we included the ensemble training of Suzuki method and the violin basic skill training of Sinozaki which are already utilized as world-wide teaching methods of violin. On the basis of self-examination such as writing a journal and preparing a critique, the classes took the form of a combination of personal lessons and ensembles. Five or six ensembles and critique-writing were conceived on a two- quarter basis. Some items were given for personal critiques and ensemble critiques in consideration of students lacking skill at expressing themselves in writing while enabling students to write relatively brief journals. The present research was conducted primarily with the subject as elementary students but is also a teaching design, by broadening a range of target, available to operate classes for junior or high school students or classes for adults’ hobbies. Even when age groups or levels are getting higher, it can be carried out as it stands by just exchanging textbooks. This research can be utilized toward more fruitful and interesting hours to students, and furthermore expect students to get extended values of creative, aesthetical experiences.