다문화사회로 변화하는 한국사회에서 증가하고 있는 다문화가정 중등학생 수를 고려하여, 초등학교 음악수업과 초등과 연계한 중등학교 음악수업에서 다양한 문화와 음악을 융합하여 다문화적 인성함양에 타당한 수업을 할 수 있도록 음악프로그램을 개발하고자 한다. 이 연구에서 제시한 음악프로그램은 베넷의 다문화 교육과정에 따른 다문화적 인성 함양 과정에 따라 여러 나라 다양한 문화의 놀이 노래·악기체험과 음악 감상·생활과 음악 그리고 신화나 민화 또는 전래동화와 같은 스토리텔링·문명과 문화 활동을 프로그램내용으로 융합하여 초등과 초등에 연계된 중등 음악수업주제와 내용을 프로그램의 내용으로 구성하였다. 이에 음악프로그램을 실행하여 일반학교 초 중학생들이 타문화에 스스로 들어가고자 하는 동기가 모둠활동으로 발표하고 토론하는 문제해결과정에서 타문화에 대한 거부감이나 문화적 이질감에서 벗어나 다양한 문화에 대한 수용이 가능한 통합적 인식을 할 수 있는 다문화적 인성을 함양할 수 있는 가능성을 시사한다.
South Korea is now experiencing a rapid transition to a multicultural education to lead normal students as well as people from different cultural backgrounds build tolerant and inclusive attitudes toward one another in elemental school and middle school. There has been some research into efforts to develop and apply music program to music classes, and some have proven to be very effective: nonetheless, schools are still in need of proven music programs that take into account the developmental stages of multicultural personalities based on Christine Bennett's Multicultural Education Model. Therefore, this study attempted to set an agenda for the content of the music program and its effect on the multicultural personalities of children. And the purpose of this study was to develop a more specific music program would target elementary school and middle school age groups for multicultural personalities. This multicultural cognitive capacity, behavioral effect and integrated perception would be realized through the emotional experience of the music of various countries, by the students' participation in problem-solving activities such as singing, the playing of musical instruments, and composition through story-telling activities; and by listening to the music of the differing cultures. A follow-up study to develop a model of specific music program would target specific age groups; it could be deployed over a long term to help children grow up as multicultural leaders.
South Korea is now experiencing a rapid transition to a multicultural education to lead normal students as well as people from different cultural backgrounds build tolerant and inclusive attitudes toward one another in elemental school and middle school. There has been some research into efforts to develop and apply music program to music classes, and some have proven to be very effective: nonetheless, schools are still in need of proven music programs that take into account the developmental stages of multicultural personalities based on Christine Bennett's Multicultural Education Model. Therefore, this study attempted to set an agenda for the content of the music program and its effect on the multicultural personalities of children. And the purpose of this study was to develop a more specific music program would target elementary school and middle school age groups for multicultural personalities. This multicultural cognitive capacity, behavioral effect and integrated perception would be realized through the emotional experience of the music of various countries, by the students' participation in problem-solving activities such as singing, the playing of musical instruments, and composition through story-telling activities; and by listening to the music of the differing cultures. A follow-up study to develop a model of specific music program would target specific age groups; it could be deployed over a long term to help children grow up as multicultural leaders.
