고든의 오디에이션 이론에 기초한 초등음악수업에서의 즉흥연주지도

Abstract

Successful improvisation is dependent on the recognition of relationships among musical elementsand the assimilation of the syntactic feature of the music. In order to be able to manipulate thestructures of music into an organized, spontaneous, meaningful performance, students should createorganized musical meaning in their thought process. Gordon coined the term “audiation” to describethe process of making musical meaning. Audiation is the ability to hear and to comprehendmusic for which the sound is not physically present, is no longer physically present, or may neverhave been physically present. Audiation is the ability to think musically. Although music is not alanguage, the process is the same for audiating and giving meaning to music as for thinking andgiving meaning to language. The highly skilled audiators can recognize familiar music, identifyunfamiliar parts on the basis of their relationship to familiar parts, and give meaning to thewhole. They can also retain the understanding of musical sound over and over and draws on theirunderstanding to improvise music. The more accurately students are able to audiate musical patterns,the better they can improvise music and eventually establish music understanding. For successfulimprovisation, it is vital to develop a larger vocabulary of musical patterns, and organizeand restructure the patterns. Therefore the purpose of this study is to improve students’ audiationand improvisation abilities and enhance their musical understanding using Gordon's audiation-basedimprovisation activities and sample lesson plans in elementary music class. The sample lesson plans provide music teachers with knowledge and tools to develop students' audiationwithin the context of traditional music teaching practice. Gordon's music learning theorygives a powerful way to enhance the many things music teachers already do well. Although theydo not directly apply Gordon's music learning theory to their music class, they would be able tohelp the enhancement of students' audiation and improvisation ability by teaching the skills andcontents students learn in music class applied to music learning theory. Some guidelines that help teachers apply the suggested improvisation activities and sample lessonplans to their music class are as follows: First, to improvise meaningfully, students should spendenough time listening to a song and sing it while audiating, then improvise. Second, teachers havemusical ear and competency so that they can provide accurate modeling and feedback. Third, it isdesirable that the steps to improvisation should be modeling, audiating, whole class improvising,and individual improvising. Last, the introduction of music notation is somewhat delayed until students' executive audiation vocabulary of rhythm patterns and tonal patterns are developed. Basedon this study, it is expected that the effectiveness of the audiation-based improvisation activitiesand sample elementary music lesson plans would be carried out in the further study.