ABSTRACT

This study aimed to explore the collaborative creative process within the group by designing and executing music creation activities using digital media. Qualitative data such as class observation videos, website data, interviews, reflection essays, mind maps, and worksheets were collected from 50 fifth graders in elementary school, and qualitative data analysis was conducted through two-stage coding process. As a result of the study, 'integration' and 'selection' were found as strategies for the cooperation process within the group. Both 'integration' and 'selection' were rules and strategies agreed upon by members within the team for collaborative creation. In addition, discussions regarding changes in students' 'confidence' due to 'emotional support' as a factor affected students' attitudes in the creative process in the group. Through this study, the significance of collaborative music creation activities in the field of public elementary education and the strategy of practical music creation classes in post COVID-19 era were presented.

Keyword :

REFERENCES

1. Amory, A. (2014). Tool-mediated authentic learning in an educational technology course: A designed-based innovation. Interactive Learning Environments, 22(4), 497-513. https://doi.org/10.1080/10494820.2012.682584 [Crossref]
2. Barrett, M. (2006). 'Creative collaboration': An 'eminence' study of teaching and learning in music composition. Psychology of Music, 34(2), 195-218. https://doi.org/10.1177/0305735606061852 [Crossref]
3. Baek, Y. G., Han, S. R., Park, J. S., Kim, J. G., Choi, M. S., Byun, H. S., Park, J. H., Kang, S. C., & Yoon, S. C. (2018). The instructional design knowledge base (4th edition). Seoul: Hakjisa.
4. Biasutti, M. (2018). Strategies adopted during collaborative online music composition. International Journal of Music Education, 36(3), 473-490. https://doi.org/10.1177/0255761417741520 [Crossref]
5. Burnard, P. (2000). How children ascribe meaning to improvisation and composition: Rethinking pedagogy in music education. Music Education Research, 2(1), 7-23. https://doi.org/10.1080/14613800050004404 [Crossref]
6. Burnard, P., & Younker, B. A. (2008). Investigating children's musical interactions within the activities systems of group composing and arranging: An application of Engeström's activity theory. International Journal of Educational Research, 47(1), 60-74. https://doi.org/10.1016/j.ijer.2007.11.001 [Crossref]
7. Carvalho, L., & Goodyear, P. (2018). Design, learning networks and service innovation. Design Studies, 55, 27-53. https://doi.org/10.1016/j.destud.2017.09.003 [Crossref]
8. Chang, J., Park, J. S., & Song, J. W. (2014). Features of the sociocultural context of science subject teacher's experiment classes in elementary school - Focusing on the sociocultural factors and their interactions. Journal of Korean Elementary Science Education, 33(2), 217-230. https://doi.org/10.15267/keses.2014.33.2.217 [Crossref]
9. Cho, E. M. (2003). Creating strategy research by applying cooperative learning structure. The Korean Society for Early Childhood and Elementary Music Education, 3, 175-209.
10. Cho, Y. H., Hwang, M. H., Kim, Y. K., Kim, M., & Hong, S. Y. (2015), Effectiveness and weakness of school bullying problem solving activities in a 3D virtual world: Application of activity theory, Journal of Educational Studies, 46(4), 71-97. https://doi.org/10.15854/jes.2015.12.46.4.71 [Crossref]
11. Choi, E. S., & Oh, J. H. (2016). A proposal for music creation classes based on the creative thinking process. Teacher Education Research, 55(2), 214-226. https://doi.org/10.15812/ter.55.2.201606.214 [Crossref]
12. Choi, M. Y. (2017). The development of elementary school music subject related sel program applied by structure-centered cooperative learning. Korean Journal of Research in Music Education, 46(2), 157-178. https://doi.org/10.30775/KMES.46.2.07 [Crossref]
13. Chun, H. M. (2012). Structural analysis of creative music Guidance plans applying the cooperative learning model theory. The Korean Society for Music Application, 5, 105-124.
14. Cresswell, J. W. (2019). Qualitative inquiry and research design Choosing among - five approaches(3rd ed.). Seoul: Hakjisa.
15. Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13(1), 9-19. https://doi.org/10.1016/0883-0355(89)90013-X [Crossref]
16. Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. Advances in learning and instruction series. Amsterdam: Elsevier Science, Inc.
17. Dillon, T. (2003). Collaborating and creating on music technologies. International Journa of Educational Research, 39(8), 893-897. https://doi.org/10.1016/j.ijer.2004.11.011 [Crossref]
18. Engestrom, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
19. Engestrom, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960-974. https://doi.org/10.1080/001401300409143 [Crossref] [Pubmed]
20. Engeström, Y. (2008). Enriching activity theory without shortcuts. Interacting with Computers, 20(2), 256-259. https://doi.org/10.1016/j.intcom.2007.07.003 [Crossref]
21. Engestrom, Y. (2014). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139814744 [Crossref]
22. Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. https://doi.org/10.1016/j.edurev.2009.12.002 [Crossref]
23. Giaccardi, E., & Fischer, G. (2008). Creativity and evolution: A metadesign perspective. Digital Creativity, 19(1), 19-32. https://doi.org/10.1080/14626260701847456 [Crossref]
24. Hedberg, J. G. (2014). Extending the pedagogy of mobility. Educational Media International, 51(3), 237-253. https://doi.org/10.1080/09523987.2014.968447 [Crossref]
25. Heo, S. M. (2011). The effects and limitations of small group activities in cooperative learning: Based on a critique of social studies classes. Social Studies, 50(4), 63-81.
26. Hong, H., & Lee, J. (2016). Identifying teaching competencies blended learning in university. Journal of Educational Technology, 32(2), 391-425. https://doi.org/10.17232/KSET.32.2.391 [Crossref]
27. Jeon, H. M. (2012). Structural analysis of creative music guidance plans applying the cooperative learning model theory. The Korean Society for Music Application, 5, 105-124.
28. Jeong, J. E. (2011). Significance and application of cooperative learning in music education: Focused on secondary school. The Korean Society of Music Education Technology, 12, 33-52.
29. Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design using stories to support problem solving. Educational Technology Research and Development, 50, 65-77. https://doi.org/10.1007/BF02504994 [Crossref]
30. John-Steiner, V. (2006). Creative collaboration (Pbk. ed). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195307702.001.0001 [Crossref]
31. Koo, Y. J. (2018). A cultural historical activity theoretical approach on highly educated women 'becoming working mothers'. The Women's Studies, 98(3), 5-34. https://doi.org/10.33949/tws.2018.98.3.001 [Crossref]
32. Kwon, H., Moon, E., & Park, I. (2015). A meta-analysis on effects of blended learning in Korea. The Journal of Educational Information and Media, 21(3), 333-359. https://doi.org/10.15833/KAFEIAM.21.3.333 [Crossref]
33. Lee, Y. (2008). Design participation tactics: The challenges and new roles for designers in the co-design process. CoDesign, 4(1), 31-50. https://doi.org/10.1080/15710880701875613 [Crossref]
34. Lee, Y. M., Kim, S. H., Seong, Y. G., Shin, B. H., Shim, S. B., Woo, J. G., Jeon, A. R., Cho, N. Y., & Kim, S. H. (2019). Pedagogy for Critical Practice. Seoul: Book-Publishing Salrimter.
35. Lim, H. S. (2019). A study on collaborative learning trends of music education in the U.S. through systematic literature review. The Journal of Future Music Education, 4(2), 47-67.
36. Mills, G. E. (2005). A practical study for teachers. (1st ed.). Seoul: Woori Education.
37. Moon, K. S. (2005). Historical perspectives on the Manhattanville music curriculum program. Korean Journal of Research in Music Education, 28, 25-51.
38. Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37. https://doi.org/10.1287/orsc.5.1.14 [Crossref]
39. Park, E. (2010). A comparison of the musical composition and musical creativity studies of M. Hickey and J. Kratus. Korean Journal of Research in Music Education, 39, 27-51.
40. Park, E. (2017). An analysis of melody composition process and product by different music making tools. Korean Journal of Research in Music Education, 46(1), 67-87. https://doi.org/10.30775/KMES.46.1.04 [Crossref]
41. Park, J. H. (2011). A study on the teaching-learning process and method of musical creation in the elementary school. The Korean Journal Child Education, 20(2), 5-18.
42. Park, J. H., & Kim, Y. H. (2012). Research trends of master's theses on elementary music creation teaching and learning. Music Theory Forum, 49-72. https://doi.org/10.16940/YMR.2012.19.49 [Crossref]
43. Park, S. A., & You, Y. M. (2012). A study on the development of collaborative knowledge construction procedural model in k-12 blended learning. Journal of Educational Technology, 28(4), 803-848. https://doi.org/10.17232/KSET.28.4.803 [Crossref]
44. Pitts, S. (2005). Valuing musical participation. Farnham: Ashgate.
45. Richey, R. C., Klein, J. D., & Tracey, M. W. (2012). The instructional design konwledge base: theory, research, and practice (1st ed.). Seoul: Hakjisa.
46. Sætre, J. H. (2011). Teaching and learning music composition in primary school settings. Music Education Research, 13(1), 29-50. https://doi.org/10.1080/14613808.2011.553276 [Crossref]
47. Saldaña, J. (2009). The coding manual for qualitative researchers. CA: Sage.
48. Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5-18. https://doi.org/10.1080/15710880701875068 [Crossref]
49. Seo, C. S. (2003). A study on the effect of creating music using GI(group investigation) model in the elementary school. Korean Journal of Research in Music Education, 23, 120-142.
50. Seo, D. H., & Lee, M. S. (2016). A study on the teaching plan of cooperative learning in musicsubject by social interaction. Korean Society for Wellness, 11(3), 133-143. https://doi.org/10.21097/ksw.2016.08.11.3.133 [Crossref]
51. Shin, H. K. (2016). Music-COMP: Exploration of alternatives for teaching and learning music composition in school classrooms. The Korean Society of Music Education Technology, 27(27), 107-125.
52. Shin, J. H. (2014). Cooperative learning based on communities of practice in secondary school. The Korean Society of Music Education Technology, 18, 19-37.
53. Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.
54. Webster, P. R. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22-28. https://doi.org/10.2307/3401073 [Crossref]
55. Yang, S. Y. (2018). A case development of music class for 5th and 6th graders as creativity & convergence course and problem-solving learning plan. Korean Society of Music Educational Technology, 36, 65-84. https://doi.org/10.30832/JMES.2018.36.65 [Crossref]
56. Zhang, L. (2014). A meta-analysis method to advance design of technology-based learning tool: Combining qualitative and quantitative research to understand learning in relation to different technology features. Journal of Science Education and Technology, 23(1), 145-159. https://doi.org/10.1007/s10956-013-9460-x [Crossref]