ABSTRACT

This study investigated teachers` perception on the differentiated music instruction. The questionnaire was categorized with the factors of instruction, teacher, learner, policy, school curriculum, and learning environments. The survey participants consisted of a total of 216 elementary and middle school teachers on a national scale. The conclusions were revealed as follows: The teachers made students` various artistic experiences the first priority and put stress on the balance among activities in music curriculum. Based on teachers` explanations, they mostly used instructional methods of ``whole-individual-group`` or ``whole-group-individual.`` The teachers recognized differences in students` musical abilities. Moreover, they considered that they reflected these differences on preparing for the instruction, applying various materials, and creating detailed evaluation criteria. The teachers recognized music differentiated instruction, as well as they indicated their interests in the workshops about the differentiated instruction. For considering students` individual musical differences, they showed their strong needs for administrative and fmancial supports such as incensement the class hours for music subject, professional development programs for in-service music teachers, incensement the number of music teachers, expansion of music-related facilities, and centers for music instruction.

Keyword :