The development of a teachers' pedagogical guidebook based on Dalcroze Eurhythmics for teaching multicultural music lessons in the elementary schools of South Korea

Authors: Shin, Hae Eun
Advisor: Mathieu, Louise
Abstract: Multicultural music education in Korea is part of national curricula, and diverse music repertoires from different regions of the world have been introduced in elementary music textbooks. Yet, a number of studies have raised the necessity of teaching methods that integrate cultural context through a variety of musical experiences and allow students to understand music as culture. These studies emphasize that actual, direct, and comprehensive musical experiences are essential for understanding music and its cultural characteristics, and that bodily experience is a significant part of such music practices. This study draws upon the powerful connection that Jaques-Dalcroze found between music and human beings in the spontaneous nature of rhythm and its relationship with body movement, which inspires students to discover themselves as well as others through exploring music and cultural context in the process of multicultural music learning. The goal of the present study was to create a pedagogical guide grounded in Dalcroze Eurhythmics for teachers incorporating multicultural education into their music lessons, particularly at elementary-school levels in Korea. Following a methodological approach specific to the development of pedagogical tools based on Van der Maren's (2003) model, the topics of the tool were determined according to the needs revealed through review of the existing multicultural music education research literature. Theoretical analyses linked to these topics were carefully selected from literature addressing the implications of multiculturalism and the fundamental purpose of multicultural music education, the characteristics of embodied teaching and learning approaches, and the pedagogical principles of Dalcroze Eurhythmics. A series of practical pedagogical activities and strategies, exemplified by video clips, was developed to support teachers. Following its elaboration, the prototype tool-a text e-book with 68 accompanying video clips-was tested and evaluated by the researcher and three Korean elementary-school music teachers. Evaluation data generated through in situ teaching, video-recordings, and semi-structured interviews were used to improve the prototype.
Document Type: Thèse de doctorat
Issue Date: 2021
Open Access Date: 26 July 2021
Permalink: http://hdl.handle.net/20.500.11794/69708
Grantor: Université Laval
Collection:Thèses et mémoires

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