ABSTRACT

The purpose of the present study was to investigate what significance the musical instrumental performance through musical fairy tales has from the perspective of pre-service early-childhood teachers. The present study was conducted on 23 students who were a sophomore of early childhood education major at a four-year college. For this study, the musical instrumental performance through musical fairy tales was arranged for 4 hours once a week and pre-service early-childhood teachers planned and composed musical fairy tales themselves to express as a free instrumental performance. Participatory observation of researcher, journals of pre-service early-childhood teachers, in-depth interview, video films, recordings, and journals of researcher were collected and analyzed. The results of the study were as follows. First, pre-service early childhood teachers regarded musical instrumental performance through musical fairy tales as the activity through which they could explore musical elements and where their fear of and expectation for musical performance ability coexisted. Second, pre-service early childhood teachers perceived that musical instrumental performance through musical fairy tales raised the ability of musical expression.

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