ABSTRACT

The purpose of this study is to investigate teaching behavior in elementary school music class by analyzing teachers` verbal and non-verbal teaching behavior and to present an aim of desirable teaching behavior. The study was analyzed each music class with class analysis table based by Hyun kyungsil`s Korean Category System for Music(KCSM) based by Flander`s verbal interaction analysis and Choi Eunsik`s A Measure of Non-verbal Music Teaching Behaviors(AMNMTB) for the analysis of teaching behavior with high quality music classes of Incheon(1997~2002). The conclusions were as follows : First, all six classes focused more time in verbal teaching behavior than non-verbal teaching behavior. Second, much more directional utterance than non-directional utterance within the aspect of verbal teaching behavior was charged by considerably high ratio. Regardless of class types, lecture of directional utterance showed the highest rate in most classes. Third, one of verbal teaching behavior aspects, comment which could give negative reinforcement to students, was charged in very little time. verbal modifying action was little, too. Fourth, the type of the presentation of musical modeling was changed by each class type in the aspect of non-verbal teaching behavior. However, there were much presentation of singing modeling in the singing class and in listening class, the presentation of modeling charged much time. On the other hand, there was not or little presentation time of teachers` demonstration in creating class. Fifth, in six classes all the students` actual music activity time was charged much in whole class. So music class came into not a class for listening but a class for experiencing music directly. In particular, playing instruments is an activity which is being used actively in all the classes regardless of the type of class. Sixth, the periods of blank space, silence, noise by the preparation or presentation of material showed in any classes. These pause periods were much longer in that case of using instruments in turn on account of absence of personal instruments. Seventh, most of teachers` questions took up proposal to progress class, knowledge, and understanding level. So teachers should have an interest in their speaking to consider music class for developing students` musical thinking. Eighth, development for music program which helps students to experience doing music during the music class is requested very much.