CMLS를 활용한 초등학교 3학년 리듬패턴 지도 방안

A Sequencial Pattern Approach for the 3rd Grade of the Elementary School by using the Comprehensive Music Learning Sequence

Rhythm, familiar in daily lives of ordinary people, is a foundational element of music, and it has its own musical value. Studying rhythm is a basic procedure in teaching- learning music, such as singing, playing the musical instruments, composing, and appreciation of music. In addition, as the rhythm encourages children who tend to be active and dynamic, to voluntarily move as they wish, it is surely an intriguing element in music. Most of the education on rhythm, however, depends solely on physical and mathematical concepts. And thus, children are easily apt to focus their attention on musical notes, unable to feel and freely respond to rhythm itself from the pattern of rhythm, and they may lose interest in rhythm in the end. Most of music educators and musicians in the 20th century, including Dalcroze, Kodàly, Orff and Gordon, have in common in music education as they put great importance on hands-on experience of rhythm with their entire bodies. Their methodology have been integrated into CMLS (Comprehensive Music Learning Sequence), a recently introduced theory. There are 1-11 stages on learning procedure in CMLS, and the first up to 5 stages are related to rhythm learning. In CMLS children learn rhythm by experiencing itself first, internalizing it, reproducing by their bodies, musical instruments and rhythmic syllables, and coding in the end. Through a series of the processes in CMLS, children naturally create a concept of rhythm. This researcher studied about teaching method of rhythm patterns which are classified by difficulty degree for promoting rhythmic ability of the 3rd grade of the elementary school. First of all, this researcher arranged the notes in the elementary third grade textbook by sorting them a two-beat system and a three-beat system. As the learning unit focuses on pattern, this researcher has particularly taken major rhythms and rhythm patterns out from the notes. The criteria for difficulty degree of rhythm pattern have been set in consideration of materials presented in rhythm hierarchy, rhythm theory and previous studies. Based on the criteria above, major rhythms and rhythm patterns have been classified into high, mid and low degree. As for teaching procedure, teaching plans have been developed according to the teaching model presented in the CMLS, formed of 5 stages such as active feeling, internalization, externalization, symbolic association, synthesis. And then this researcher applied them to classroom lessons. Drawbacks discovered in the application process have been modified and supplemented in no time. This researcher strictly believes that the suggested pattern-based rhythm teaching method will increase rhythmic abilities of children as well as their interest.