Development and Application of Music Education Program Based on Aesthetic Experience

Jong Young Yoon,Duk Joo Cho
page. 77~100 / 2013 Vol.42 No.4
e-ISSN 2713-3788
p-ISSN 1229-4179


This study suggests a new program based on the aesthetic experience, and applies this to analyze the aesthetic sentiment changes. In order to develop a new program, Reimer`s ‘A Philosophy of Music Education`` was studied as a foundation of the program. American Lincoln Center Institute(LCI) program was used as a reference to expand creative activity by stimulating the students` imagination by giving more time to work on creative thinking and brainstorming. The program was constructed based on student`s interest. The integrated creative program was suggested by combining the vocal, appreciation and creating activity from the general music modules. The program was applied in four classes of the first grade in high school, and was asked to write the review as a follow up. After each lesson, interview was followed to analyze the changes in the review. Interviewer selected one student from each class and according to their review, selected another student as a student for analysis of journal. According to the review, the sentimental changes encouraged brain-storming, imagination, general musical composition skills and musical insight. And the students who had musical sentiment showed high level of aesthetic response compared to those who showed high level of understanding in music theory and had lower musical sentiment. Therefore, aesthetic response was considered not to be affected by basic musical knowledge. The application of this program in aesthetic sentiment changes are: First, by giving the impression of the music is not just to listen but to appreciate, expanded individual`s aesthetic experience exploring music. Second, students started to accept music as a sound` not as an academic lesson. The sound understanding expanded further fundamental understanding in music which resulted in inter-changable aesthetic recognition and response. Third, the instant surprise from music continues to the inner movement and such interest craves the urge to appreciate and explore more. Fourth, the changes in this interest and impression continued to the expressive urge and students started to express their positions, problems and feelings in the music and felt ``can do it`` spirit and self satisfaction.

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