학습장애아를 위한 음악치료적 접근 : 중학교 1학년 교과서를 중심으로
(An) music therapeutic approach to improvement of the children suffering form learning disorder
학습장애아 음악치료 중학교;
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In this complicated society requiring higher levels of ability, individuals' creativity and capacity are required more than anything else, and therefore, people's concern about 'education' is higher than ever before. As people become more conscious of their rights for education and the public education becomes universal, academic researchers begin to pay more attention to the children who show a lower level of academic performances at schools due to some learning disorder. The term 'learning disorder' is a type of retardation which was recognized for the first time in 1960's, and it means that various disorders appear uniquely in learning process. The children suffering from learning disorder would see their desire frustrated in the social relationship between themselves and their peer group or adults in their community. Then, they would feel a sense of inferiority for themselves and feel a sense of alienation, suffering from some behavioral and adaptational problems simultaneously. The purpose of this study was to focus on the children suffering from learning disorder - who may have been neglected unfairly amid the hot fever for education - and thereby, suggest a systematic and effective pedagogics related with a musical therapy in order to help understand their conditions and solve their behavioral and adaptational problems, and ultimately, provide for some basic data useful to development of music therapy programs for the children suffering from learning disorder and progressive researches into this topic. It is hoped that the pedagogics developed by this study will be helpful directly to the children suffering from learning disorder. For this purpose, definitions, history and methods of music therapies were reviewed, and then, definitions, causes and characteristics of learning disorder were examined, and thereupon, preceding studies about music therapies were reviewed to verify the effects of their music therapies. Lastly, middle school 1st-graders were sampled to be subject to a music therapy developed by using the theme pieces presented in their music textbooks, and thereby, a music pedagogic guide for in-school music therapy was suggested.