- 183 - 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도, 사회성발달, 자아존중감 향상에 미치는 영향 연구 * 윤 관 기**본 연구의 목적은 움직임을 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동 의 음악성취도, 사회성발달, 자아존중감 향상에 미치는 영향을 밝히는 것이다. 연구대상은 대전, 충남에 위치한 3곳의 초등학교 5학년 학생 494명을 대상으로 콜웰(R. Colwell)의 음 악성취도(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 결 과는 움직임에 기초한 방과 후 학교 음악프로그램은 음악과목 학습부진아동들의 전체 음악 성취도 향상에 유의미한 결과(F = 5.178, p > .026)를 보였으며, 사회성발달과 자아존중감 은 실험집단이 통제집단보다 근소하게 향상되었다. 주제어: 움직임(Movement), 학습부진아동, 음악성취도 차 례 Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 1. 연구 대상 2. 연구 절차 3. 검사 도구 Ⅳ. 연구결과 Ⅴ. 결론 및 논의 * 본 연구는 한국음악교육학회 2012년 춘계학술세미나에서 구두 발표되었음 ** 공주교육대학교 강사 음악교육연구 Korean Journal of Research in Music Education 2013, Vol. 42, No. 3, pp. 183~212
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Transcript
- 183 -
움직임에 기 한 방과 후 학교 음악 로그램이
음악과목 학습부진아동의 음악성취도 사회성발달
자아존 감 향상에 미치는 향 연구1)
윤 기2)
본 연구의 목 은 움직임을 기 한 방과 후 학교 음악 로그램이 음악과목 학습부진아동
의 음악성취도 사회성발달 자아존 감 향상에 미치는 향을 밝히는 것이다 연구 상은
충남에 치한 3곳의 등학교 5학년 학생 494명을 상으로 콜웰(R Colwell)의 음
악성취도(Music Achievement Test)를 실시한 후 그 에서 수가 하 25의 학생들을
다 미국은 NAEP(the National Assessment of Education Progress)
국은 NCA(the National Curriculum Assessment) 오스트 일리아는
NAP(the National Assessment Programme) 그리고 한국은 NAEA(the
National Assessment of Educational Achievement)로서 자국 학생들의
학업성취도를 평가하고 리 해 왔다(정은 2009) 세계 으로 학생
들의 학업성취도에 한 심도가 증가되고 있으며 OECD(Organization
for Economic Cooperation and Development)에 가입된 많은 나라들은 15
세 이상의 학생들이 학업성취도를 겨루는 PISA(the Programme for
International Student Assessment)를 통해서 다른 나라의 학생들과 교육
인 결과들을 비교하고 있다(Fryer amp Levitt 2009) 이에 한국정부도 교
과별 학업성취 변화추이를 악하는 한편 교육과정의 교육목표 도달정도
와 함께 교육과정 개선을 해 등학교 6학년 학교 3학년 고등학교 2
학년(2010에 변경)을 상으로 국규모의 학업성취도를 평가하고 있다
(한국교육과정평가원 KICE)
재 한국 정부는 학습부진아동에 한 연구와 교과별 학업부진을
이려는 노력의 일환으로 주요교과목인 국어 수학 어 과학 사회(2010
년부터 고2는 국어 어 수학만 평가)에 집 된 학업성취도를 측정하고
있을 뿐 음악과목을 포함한 다른 체능 과목에 한 학업부진아동의 실
태조사는 아직까지도 미흡한 실정이다 본 연구에서는 음악과목 학습부진
아동들의 실태 악을 해 음악 담교사와 학 담임교사들을 상 로 설
문(Yun 2010)을 실시한 결과 응답자 80에 해당하는 다수의 교사
들이 그들의 학 에 음악과목 학습부진아동이 있다고 답하 다 한 설
문에 응답한 교사들은 정규교육과정에서 이들의 지도가 사실상 어렵다고
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 185 -
답하 으며 음악과목 학업성취도를 향상시킬 수 있는 가장 한 방
법으로는 방과 후 학교 음악 로그램을 제시해 주었다 따라서 음악과목
학습부진아동의 흥미와 참여도를 높이고 음악과목의 학업성취도를 향상
시키기 해 학교 정규교육과정과는 다른 형태의 음악 로그램을 개발이
요하다
본 연구의 목 은 움직임에 기 한 방과 후 학교 음악 로그램이 음악
과목 학습부진아동의 음악 성취도(Music Achievement Test) 사회성발달
(Social Development Scale) 그리고 자아존 감(Self-Esteem Scale) 향상
Kodaacutely) 칼 오르 (Carl Orff)의 노력으로 인해 유래된 움직임은 20세기
교수법의 요한 요소 하나이다 달크로즈 교수법인 유리드믹스 움직
임은 아이들의 신체의 가능성을 보여 수 있음을 알게 해 주었으며 음
악 표 을 개발하는데 도움이 되었다 오르 근법에서의 움직임은
아이들이 음악을 배우는 것의 기본이 되며 음악에 반응하고 자연스런 행
동을 포함하고 있다 오르 방법에서 움직임과 즉흥연주는 자의식을 조
성해주며 그들의 풍부한 가능성을 실 할 수 있도록 도와 다(Landis amp
Carder 1990)
코다이 교수법에서는 움직임을 통해 음악 인 기본 개념을 배울 수 있
으며 노래부르기와 움직임 활동은 음악놀이 활동과 정형화된 포크 스
속에서 동시에 발생한다 코다이 교수법에서 동요와 리듬활동을 동반하는
율동 인 움직임은 아이들의 통 인 노래부르기 게임으로 계속되어 졌
으며 마침내 오르 의 교수 과정의 하나인 자유롭고 독창 이며 아무 제
약 없는 움직임이 되었다(Choksy L Abramson R M Gillespie A E
Woods D amp York F 1986) 노래 부르며 하는 음악 놀이활동 악기 연
주하는 활동 음악 활동 그리고 포크 싱을 통한 움직임은 아이들의 음
악 발달을 해 매우 요하다(Houlahan amp Tacka 2008)
움직임을 통한 경험이 학생들에게 음악 개념 형성을 도와주며 자아개
념의 발달은 물론 사회성 형성에 도움을 다 음악수업에서 움직임을 경
험한 등학교 4학년 학생들이 그 지 않은 래 학생들보다 자아개념이
상승하 으며(Cheek 1979) 움직임과 함께 노래를 부르는 것은 아이들 두
뇌의 신경세포의 연결을 형성해 주며 래 아이들과 노래를 부르는 게임
을 하면서 어떻게 사회 인 그룹의 일원으로서 형성되는지 는 타인과
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 187 -
어떻게 상호작용할 수 있는지를 배울 수 있도록 도와 다(Merrifield 2006)
한 움직임을 활용한 음악활동은 음악 기능과 개념들을 가르치는데
사용되어져 왔으며 움직임이 포함된 수업은 학생들이 음악 개념을 이
해하고 음악 기능을 발 시키도록 돕는다는 증거들이 발견되고 있다
(Jones 1992 Martinovic-Trejgut 2010 Schmidt amp Lewis 1987)
귀 근육 뇌는 본질 으로 음악 인 소리를 받아들이고 운반하는 기능
이 연결되어 있으며 이런 기 들은 음악을 배우는 아이들에게 아주 요
한 역할을 한다 그 기 때문에 움직임은 아이들의 음악 경험에 필수
이며 몸은 요한 교육 도구이기에 신체 자기개념을 이해하는 것은
음악 학습에 필수 인 요소라고 할 수 있다(Shehan 1990) 등학생들을
상으로 한 연구들에서 움직임 활동은 학생들이 음악 속에서 박자를 찾
아내고 개념화하는데 도움을 주며 빠르기 인지 리듬 음정 악보를 유지
하고 기억하는 것을 향상시킨다(Jones 1992 Martinovic-Trejgut 2010)
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
다 미국은 NAEP(the National Assessment of Education Progress)
국은 NCA(the National Curriculum Assessment) 오스트 일리아는
NAP(the National Assessment Programme) 그리고 한국은 NAEA(the
National Assessment of Educational Achievement)로서 자국 학생들의
학업성취도를 평가하고 리 해 왔다(정은 2009) 세계 으로 학생
들의 학업성취도에 한 심도가 증가되고 있으며 OECD(Organization
for Economic Cooperation and Development)에 가입된 많은 나라들은 15
세 이상의 학생들이 학업성취도를 겨루는 PISA(the Programme for
International Student Assessment)를 통해서 다른 나라의 학생들과 교육
인 결과들을 비교하고 있다(Fryer amp Levitt 2009) 이에 한국정부도 교
과별 학업성취 변화추이를 악하는 한편 교육과정의 교육목표 도달정도
와 함께 교육과정 개선을 해 등학교 6학년 학교 3학년 고등학교 2
학년(2010에 변경)을 상으로 국규모의 학업성취도를 평가하고 있다
(한국교육과정평가원 KICE)
재 한국 정부는 학습부진아동에 한 연구와 교과별 학업부진을
이려는 노력의 일환으로 주요교과목인 국어 수학 어 과학 사회(2010
년부터 고2는 국어 어 수학만 평가)에 집 된 학업성취도를 측정하고
있을 뿐 음악과목을 포함한 다른 체능 과목에 한 학업부진아동의 실
태조사는 아직까지도 미흡한 실정이다 본 연구에서는 음악과목 학습부진
아동들의 실태 악을 해 음악 담교사와 학 담임교사들을 상 로 설
문(Yun 2010)을 실시한 결과 응답자 80에 해당하는 다수의 교사
들이 그들의 학 에 음악과목 학습부진아동이 있다고 답하 다 한 설
문에 응답한 교사들은 정규교육과정에서 이들의 지도가 사실상 어렵다고
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 185 -
답하 으며 음악과목 학업성취도를 향상시킬 수 있는 가장 한 방
법으로는 방과 후 학교 음악 로그램을 제시해 주었다 따라서 음악과목
학습부진아동의 흥미와 참여도를 높이고 음악과목의 학업성취도를 향상
시키기 해 학교 정규교육과정과는 다른 형태의 음악 로그램을 개발이
요하다
본 연구의 목 은 움직임에 기 한 방과 후 학교 음악 로그램이 음악
과목 학습부진아동의 음악 성취도(Music Achievement Test) 사회성발달
(Social Development Scale) 그리고 자아존 감(Self-Esteem Scale) 향상
Kodaacutely) 칼 오르 (Carl Orff)의 노력으로 인해 유래된 움직임은 20세기
교수법의 요한 요소 하나이다 달크로즈 교수법인 유리드믹스 움직
임은 아이들의 신체의 가능성을 보여 수 있음을 알게 해 주었으며 음
악 표 을 개발하는데 도움이 되었다 오르 근법에서의 움직임은
아이들이 음악을 배우는 것의 기본이 되며 음악에 반응하고 자연스런 행
동을 포함하고 있다 오르 방법에서 움직임과 즉흥연주는 자의식을 조
성해주며 그들의 풍부한 가능성을 실 할 수 있도록 도와 다(Landis amp
Carder 1990)
코다이 교수법에서는 움직임을 통해 음악 인 기본 개념을 배울 수 있
으며 노래부르기와 움직임 활동은 음악놀이 활동과 정형화된 포크 스
속에서 동시에 발생한다 코다이 교수법에서 동요와 리듬활동을 동반하는
율동 인 움직임은 아이들의 통 인 노래부르기 게임으로 계속되어 졌
으며 마침내 오르 의 교수 과정의 하나인 자유롭고 독창 이며 아무 제
약 없는 움직임이 되었다(Choksy L Abramson R M Gillespie A E
Woods D amp York F 1986) 노래 부르며 하는 음악 놀이활동 악기 연
주하는 활동 음악 활동 그리고 포크 싱을 통한 움직임은 아이들의 음
악 발달을 해 매우 요하다(Houlahan amp Tacka 2008)
움직임을 통한 경험이 학생들에게 음악 개념 형성을 도와주며 자아개
념의 발달은 물론 사회성 형성에 도움을 다 음악수업에서 움직임을 경
험한 등학교 4학년 학생들이 그 지 않은 래 학생들보다 자아개념이
상승하 으며(Cheek 1979) 움직임과 함께 노래를 부르는 것은 아이들 두
뇌의 신경세포의 연결을 형성해 주며 래 아이들과 노래를 부르는 게임
을 하면서 어떻게 사회 인 그룹의 일원으로서 형성되는지 는 타인과
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 187 -
어떻게 상호작용할 수 있는지를 배울 수 있도록 도와 다(Merrifield 2006)
한 움직임을 활용한 음악활동은 음악 기능과 개념들을 가르치는데
사용되어져 왔으며 움직임이 포함된 수업은 학생들이 음악 개념을 이
해하고 음악 기능을 발 시키도록 돕는다는 증거들이 발견되고 있다
(Jones 1992 Martinovic-Trejgut 2010 Schmidt amp Lewis 1987)
귀 근육 뇌는 본질 으로 음악 인 소리를 받아들이고 운반하는 기능
이 연결되어 있으며 이런 기 들은 음악을 배우는 아이들에게 아주 요
한 역할을 한다 그 기 때문에 움직임은 아이들의 음악 경험에 필수
이며 몸은 요한 교육 도구이기에 신체 자기개념을 이해하는 것은
음악 학습에 필수 인 요소라고 할 수 있다(Shehan 1990) 등학생들을
상으로 한 연구들에서 움직임 활동은 학생들이 음악 속에서 박자를 찾
아내고 개념화하는데 도움을 주며 빠르기 인지 리듬 음정 악보를 유지
하고 기억하는 것을 향상시킨다(Jones 1992 Martinovic-Trejgut 2010)
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 185 -
답하 으며 음악과목 학업성취도를 향상시킬 수 있는 가장 한 방
법으로는 방과 후 학교 음악 로그램을 제시해 주었다 따라서 음악과목
학습부진아동의 흥미와 참여도를 높이고 음악과목의 학업성취도를 향상
시키기 해 학교 정규교육과정과는 다른 형태의 음악 로그램을 개발이
요하다
본 연구의 목 은 움직임에 기 한 방과 후 학교 음악 로그램이 음악
과목 학습부진아동의 음악 성취도(Music Achievement Test) 사회성발달
(Social Development Scale) 그리고 자아존 감(Self-Esteem Scale) 향상
Kodaacutely) 칼 오르 (Carl Orff)의 노력으로 인해 유래된 움직임은 20세기
교수법의 요한 요소 하나이다 달크로즈 교수법인 유리드믹스 움직
임은 아이들의 신체의 가능성을 보여 수 있음을 알게 해 주었으며 음
악 표 을 개발하는데 도움이 되었다 오르 근법에서의 움직임은
아이들이 음악을 배우는 것의 기본이 되며 음악에 반응하고 자연스런 행
동을 포함하고 있다 오르 방법에서 움직임과 즉흥연주는 자의식을 조
성해주며 그들의 풍부한 가능성을 실 할 수 있도록 도와 다(Landis amp
Carder 1990)
코다이 교수법에서는 움직임을 통해 음악 인 기본 개념을 배울 수 있
으며 노래부르기와 움직임 활동은 음악놀이 활동과 정형화된 포크 스
속에서 동시에 발생한다 코다이 교수법에서 동요와 리듬활동을 동반하는
율동 인 움직임은 아이들의 통 인 노래부르기 게임으로 계속되어 졌
으며 마침내 오르 의 교수 과정의 하나인 자유롭고 독창 이며 아무 제
약 없는 움직임이 되었다(Choksy L Abramson R M Gillespie A E
Woods D amp York F 1986) 노래 부르며 하는 음악 놀이활동 악기 연
주하는 활동 음악 활동 그리고 포크 싱을 통한 움직임은 아이들의 음
악 발달을 해 매우 요하다(Houlahan amp Tacka 2008)
움직임을 통한 경험이 학생들에게 음악 개념 형성을 도와주며 자아개
념의 발달은 물론 사회성 형성에 도움을 다 음악수업에서 움직임을 경
험한 등학교 4학년 학생들이 그 지 않은 래 학생들보다 자아개념이
상승하 으며(Cheek 1979) 움직임과 함께 노래를 부르는 것은 아이들 두
뇌의 신경세포의 연결을 형성해 주며 래 아이들과 노래를 부르는 게임
을 하면서 어떻게 사회 인 그룹의 일원으로서 형성되는지 는 타인과
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 187 -
어떻게 상호작용할 수 있는지를 배울 수 있도록 도와 다(Merrifield 2006)
한 움직임을 활용한 음악활동은 음악 기능과 개념들을 가르치는데
사용되어져 왔으며 움직임이 포함된 수업은 학생들이 음악 개념을 이
해하고 음악 기능을 발 시키도록 돕는다는 증거들이 발견되고 있다
(Jones 1992 Martinovic-Trejgut 2010 Schmidt amp Lewis 1987)
귀 근육 뇌는 본질 으로 음악 인 소리를 받아들이고 운반하는 기능
이 연결되어 있으며 이런 기 들은 음악을 배우는 아이들에게 아주 요
한 역할을 한다 그 기 때문에 움직임은 아이들의 음악 경험에 필수
이며 몸은 요한 교육 도구이기에 신체 자기개념을 이해하는 것은
음악 학습에 필수 인 요소라고 할 수 있다(Shehan 1990) 등학생들을
상으로 한 연구들에서 움직임 활동은 학생들이 음악 속에서 박자를 찾
아내고 개념화하는데 도움을 주며 빠르기 인지 리듬 음정 악보를 유지
하고 기억하는 것을 향상시킨다(Jones 1992 Martinovic-Trejgut 2010)
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
Kodaacutely) 칼 오르 (Carl Orff)의 노력으로 인해 유래된 움직임은 20세기
교수법의 요한 요소 하나이다 달크로즈 교수법인 유리드믹스 움직
임은 아이들의 신체의 가능성을 보여 수 있음을 알게 해 주었으며 음
악 표 을 개발하는데 도움이 되었다 오르 근법에서의 움직임은
아이들이 음악을 배우는 것의 기본이 되며 음악에 반응하고 자연스런 행
동을 포함하고 있다 오르 방법에서 움직임과 즉흥연주는 자의식을 조
성해주며 그들의 풍부한 가능성을 실 할 수 있도록 도와 다(Landis amp
Carder 1990)
코다이 교수법에서는 움직임을 통해 음악 인 기본 개념을 배울 수 있
으며 노래부르기와 움직임 활동은 음악놀이 활동과 정형화된 포크 스
속에서 동시에 발생한다 코다이 교수법에서 동요와 리듬활동을 동반하는
율동 인 움직임은 아이들의 통 인 노래부르기 게임으로 계속되어 졌
으며 마침내 오르 의 교수 과정의 하나인 자유롭고 독창 이며 아무 제
약 없는 움직임이 되었다(Choksy L Abramson R M Gillespie A E
Woods D amp York F 1986) 노래 부르며 하는 음악 놀이활동 악기 연
주하는 활동 음악 활동 그리고 포크 싱을 통한 움직임은 아이들의 음
악 발달을 해 매우 요하다(Houlahan amp Tacka 2008)
움직임을 통한 경험이 학생들에게 음악 개념 형성을 도와주며 자아개
념의 발달은 물론 사회성 형성에 도움을 다 음악수업에서 움직임을 경
험한 등학교 4학년 학생들이 그 지 않은 래 학생들보다 자아개념이
상승하 으며(Cheek 1979) 움직임과 함께 노래를 부르는 것은 아이들 두
뇌의 신경세포의 연결을 형성해 주며 래 아이들과 노래를 부르는 게임
을 하면서 어떻게 사회 인 그룹의 일원으로서 형성되는지 는 타인과
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 187 -
어떻게 상호작용할 수 있는지를 배울 수 있도록 도와 다(Merrifield 2006)
한 움직임을 활용한 음악활동은 음악 기능과 개념들을 가르치는데
사용되어져 왔으며 움직임이 포함된 수업은 학생들이 음악 개념을 이
해하고 음악 기능을 발 시키도록 돕는다는 증거들이 발견되고 있다
(Jones 1992 Martinovic-Trejgut 2010 Schmidt amp Lewis 1987)
귀 근육 뇌는 본질 으로 음악 인 소리를 받아들이고 운반하는 기능
이 연결되어 있으며 이런 기 들은 음악을 배우는 아이들에게 아주 요
한 역할을 한다 그 기 때문에 움직임은 아이들의 음악 경험에 필수
이며 몸은 요한 교육 도구이기에 신체 자기개념을 이해하는 것은
음악 학습에 필수 인 요소라고 할 수 있다(Shehan 1990) 등학생들을
상으로 한 연구들에서 움직임 활동은 학생들이 음악 속에서 박자를 찾
아내고 개념화하는데 도움을 주며 빠르기 인지 리듬 음정 악보를 유지
하고 기억하는 것을 향상시킨다(Jones 1992 Martinovic-Trejgut 2010)
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 187 -
어떻게 상호작용할 수 있는지를 배울 수 있도록 도와 다(Merrifield 2006)
한 움직임을 활용한 음악활동은 음악 기능과 개념들을 가르치는데
사용되어져 왔으며 움직임이 포함된 수업은 학생들이 음악 개념을 이
해하고 음악 기능을 발 시키도록 돕는다는 증거들이 발견되고 있다
(Jones 1992 Martinovic-Trejgut 2010 Schmidt amp Lewis 1987)
귀 근육 뇌는 본질 으로 음악 인 소리를 받아들이고 운반하는 기능
이 연결되어 있으며 이런 기 들은 음악을 배우는 아이들에게 아주 요
한 역할을 한다 그 기 때문에 움직임은 아이들의 음악 경험에 필수
이며 몸은 요한 교육 도구이기에 신체 자기개념을 이해하는 것은
음악 학습에 필수 인 요소라고 할 수 있다(Shehan 1990) 등학생들을
상으로 한 연구들에서 움직임 활동은 학생들이 음악 속에서 박자를 찾
아내고 개념화하는데 도움을 주며 빠르기 인지 리듬 음정 악보를 유지
하고 기억하는 것을 향상시킨다(Jones 1992 Martinovic-Trejgut 2010)
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
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University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
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Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
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music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
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first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 189 -
인 향을 미쳤다고 제시하 으며 학업환경이 좋지 않은 학생들을
상으로 한 연구에서는 방과 후 학교 음악 로그램에 참여한 학생들이 그
지 않은 학생들에 비해 학습동기와 학업성취도가 향상되었다는 연구 결
과도 있다(Koster 2010)
학습부진아동과 음악과목 학습부진아동에 한 용어는 다음의 학자들에
의해서 정의되었다
학습부진아동에 한 용어정의
- 엘리스와 버나드(Ellis amp Bernard 2006) 학교과제보다 시험을 보는 능
력이 더 좋은 학생 지속 인 과제수행능력이 부족한 학생 일부 과목
만 잘 수행하는 학생 낮은 자신감을 가진 학생 실패에 해 낙담하는
학생 의욕과 노력이 부족한 학생 낮은 성취감을 가진 학생 학교나 교
사에 반항심을 지닌 학생 시간 리에 소흘한 학생 수업능력이 부족
해 보이는 학생
- 코메츠(Komatz 1991) 끈기 는 노력이 부족하고 자신의 기 는
다른 사람을 만족하지 못하는 학생
- 마이클(Michael 1999) 림(Rimm)과의 인터뷰를 통해 학업부진아동 증
후군으로 분류 학교생활에 흥미를 보이지 않는 수업에 잘 집 하지
않는 학교과제에 해 종종 잊어버리거나 과제를 완성하는데 심이
없는 학교과제에 자신이 없는 교사의 말을 무시하거나 친구들과 자주
언쟁하는 학교에서 무엇을 배우든 심을 가지지 않는 학생
- 머 슨 쿠퍼 그리고 홀(Mufson Cooper amp Hall 1989) 학교 성 에서 보
여 지는 것 보다 훨씬 높은 학업 능력을 지녔으며 CAT(the California
Achievement Test) 는 WISC(Wechsler Intelligence Scale for
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
교수(Arizona State University) Dr Shelly 교수(University of Arizona)
그리고 Dr Carla (Director of Orff in Arizona) 교수에 의해 개발되었으
며 음악 로그램은 달크로즈 코다이 오르 의 교수법에서 제시하고 있
는 움직임(Movement)에 기 하 다 이에 따른 본 방과 후 학교 음악
로그램의 구체 인 내용은 lt표 3gt과 같다
lt표 3gt 움직임에 기초한 방과 후 학교 음악프로그램 개발
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 201 -
학생들의 음악성취도가 좀 더 높게 향상된 것을 볼 수 있다 아래의 [그
림 2]는 실험집단과 통제집단의 음악성취도 실험 과 후의 수변화를 보
여주고 있다
26
27
28
29
30
31
32
33
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 203 -
함에 있어 그 기 으로 콜웰의 음악성취도 수를 사용하 기 때문에 실
험집단과 통제집단의 사 사회성발달 수는 차이는 보일 수 있다 실험
집단의 실험 후 사회성 발달 수는 실험 보다 약간 상승하 으며 통
제집단은 약간 낮아 진 것을 확인할 수 있다
lt표 11gt 실험집단과 통제집단의 실험전과 후의 사회성발달 평균점수
집단 Pre M SD Post M SD
실험집단 13239 2291 13393 2481
통제집단 14760 2257 14590 2485
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 3]은 실험집단과 통제집단의 사회성발달의 실험 과 후의
수변화를 보여주고 있다 실험집단의 사회성발달 수는 약간 상승하
지만 통제집단은 약간 낮아진 것을 볼 수 있다
130
132
134
136
138
140
142
144
146
148
150
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 205 -
lt표 13gt 실험집단과 통제집단의 실험전과 후의 자아존중감 평균점수
하 요소 집단 Pre M SD Post M SD
동료실험집단 2812 409 3042 369
통제집단 2915 370 3000 539
가정실험집단 3278 390 3181 394
통제집단 3309 420 3257 448
학교실험집단 3021 383 2939 392
통제집단 3106 370 3045 465
체실험집단 9121 937 9163 920
통제집단 9330 903 9303 1257
실험집단 (n=33) 통제집단 (n=33)
아래의 [그림 4]는 실험집단과 통제집단의 자아존 감 실험 과 후의
수변화를 보여주고 있다 실험집단의 자아존 감 수가 약간 상승하
지만 통제집단은 약간 낮아졌다
89
90
91
92
93
94
Pretest Posttest
Treatment
Control
Pretest 실험 Posttest 실험후 Treatment 실험집단 Control 통제집단
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
Bakeman R amp Brown J V (1980) Early interaction Consequences
for social and mental development at three years Child
Development 51 437-447
Cheek H Y (1979) The effects of psychomotor experience on the
perception of selected musical elements and the formation of
self-concept in fourth grade general music student
Dissertation Abstracts International 40 2530A (University
Microfilms NO RFD 79-25121)
Choksy L Abramson R M Gillespie A E Woods D amp York F
(1986) Teaching music in the twenty-first century (2nd ed)
Upper Saddle River NJ Prentice Hall
Colwell R (1968) Interpretive manual Music Achievement Tests 1
and 2 Chicago IL Follett
Colwell R (1968) Interpretive manual Music Achievement Tests 3
and 4 Chicago IL Follett
Ellis A amp Bernard M E (Eds) (2006) Rational emotive behavioral
approaches to childhood disorders New York Springer
Science Business Media
Fryer G R Jr amp Levitt D R (2009) An empirical analysis of the
gender gap in mathematics American Economic Journal
Applied Economics 2 210-240
Hare General and Area-Specific (School Peer and Home) Self-esteem
Scale (1975) Unpublished manuscript Department of
Sociology SUNY Stony Brook New York
Houlahan M amp Tacka P (2008) Kodaacutely Today A cognitive
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 209 -
approach to elementary music education New York Oxford
University Press
Jones R L (1992) Effects of verbal and verbal-motor responses of
meter conceptualization in third- fourth- and fifth-grade
children Journal of Research of Music Education 40 216-224
Komatz D (1991) The identification of the underachiever and the
overachiever through sub-scale comparisons of the Tennessee
Self Concept Scale (Doctoral dissertation Illinois School of
Professional Psychology)
Korea Institute for Curriculum and Evaluation (KICE) Assessed by
September 17 2010 Retrieved form
httpwwwkicerekrkoboardviewdomenu_id=10459
Koster L S(2010) Character education The effect of an after-school
music program on at-risk student motivation and academic
achievement (Masterrsquos thesis Wright State University Ohio)
Landis B amp Carder P (1990) The eclectic curriculum in American
music education (Rev ed) Washington DC Music Educators
National Conference
Maclean S M (1958) What and why of underachievement The High
School Journal 42 69-72
Martinovic-Trejgut N (2010) The effect of movement instruction on
memorization and retention of new-song material among
first-grade students Dissertation Abstracts International 24
(UMI No 3437852)
Merrifield P J (2006) An analysis of selected song games and the
importance of movement and music in healthy child development
(Masterrsquos thesis Silver Lake College Wisconsin)
McCall R B (1994) Academic Underachievers Current Directions in
Psychological Science 3 15-19
Michael F S (1999) An interview with Sylvia Rimm about
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
ldquounderachieversrdquo The Clearing House 72 203-205
Mufson L Copper J amp Hall J (1989) Factors associated with
underachievement in seventh-grade children Journal of
Educational Research 83 5-10
Rogers S J (1990) Theories of child development and musical ability
In F R Wilson amp F L Roehmann (Eds) Music and Child
Development (pp 1-10) St Louis MO MMB Music
Schmidt J A amp Lewis B (1987) Field-dependenceindependence
movement-based instruction and fourth gradersrsquo achievement
in selected musical tasks Psychology of Music 15 117-127
Shehan P K (1990) Movement in the music education of children In
F R Willson amp F L Roehmann (Eds) Music and Child
Development 354-365 St Louis MO MMB Music
Yun G K (in press) The attitude toward music underachievers
between American and Korean music specialists Unpublished
manuscript
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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
key words music underachievers after-school music program
투고일 2013년 5월 28일 심사(수정) 6월 15일(7월 4일) 게재확정일 8월 7일
윤관기 움직임에 기초한 방과 후 학교 음악프로그램이 음악과목 학습부진아동의 음악성취도 사회성발달 자아존중감 향상에 미치는 영향 연구985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103985103
- 211 -
ABSTRACT
The Effects of a Movement-Based
After-School Music Program on Music
Underachieversrsquo Musical Achievement
Social Development and Self-Esteem
Gwan-Ki Yun
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 Colwells 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
Colwellrsquos Music Achievement Test (MAT) Kims Social Development
Scale (SDS) and Hares 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