Re-examination of the structuralism model and socio-cultural approach in the music appreciation class

本研究旨在提出以儿童为中心的音乐学习模式，以提高小学生的音乐素养。我们考察了有效的教学、教学方法和小组活动的作用，重点是当代音乐。在本研究中，我们进行了前测-后测、问卷调查和半结构式访谈。在前测中，只有不到一半的孩子能够辨认出当代音乐的特征。在学习中，老师设置了每节课学生分组工作和思考的情景。在3年的学习中，学生应用更深层次思维方式的能力有所提高，能够识别专业作曲家特定技能的儿童比例上升到80%。研究还发现，有效的策略，包括重复听，比较真假音乐片段导致了儿童听力素养的提高。

This study was conducted to propose a child-centered model in order to improve music literacy of elementary school children. We examined the roles of effective instruction, teaching method, and small-group activity, focusing on the contemporary music. In this study, we conducted pretest-posttests, questionnaires, and semi-structured interviews. In the pretests, less than half of children were able to identify characteristics of contemporary music. During the study, the teacher set up situations in which the students were required to work and think together in small groups during every lesson.During the 3 years of study, students' abilities to apply a deeper thinking style increased and the proportion of children who were able to recognize the specific skill at a professional composer rose to 80%. It was also found that the effective strategies, including repetition listening, comparing the true and false music pieces resulted in the rise of listening literacy of children.