ABSTRACT

The purpose of this study is to explore implications for the internalization and quality of university music liberal arts education. The subjects of the study were a total of 183 male and female undergraduate students who had participated in an appreciation-based music liberal arts class at a four-year university in Region A, Korea, and participants were analyzed according to appreciation activity, emotional empathy, positive emotions, class participation and satisfaction factors that can have an effect on music learning flow and intention to continue learning. Results of the study, First, time spent appreciation to music, number of music viewing activities per year, other-oriented emotion, subjective experience, and individual involvement were positively significant for learning flow. Second, individual engagement, satisfaction with instructors and assessments were found to have a significant static effect on intention to continue learning. I propose continued discussion and research on practical education from various perspectives, including the development of teaching strategies for liberal arts music learning outcomes, strengthening of support systems, and network-based communication and empathy.

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