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The purpose of this study is to examine whether it is effective for intermarriage family's children to improve their school life's adaptation with activities of a traditional ensemble of the four farmer's percussion instruments - Samulnori. The contents of this study is divided to five under roots of intermarriage family's children's adaptation to their school life. We researched with pre-post questionnaires about each parts of those under roots, had an close interview with children by those under roots' theme, made an observation to the lesson process of Samulnori. The way to research is as follows; We made three intermarriage family's children who are on fifth grade to attend Samulnori classes of Korean traditional music professional teacher on every Saturday holidays in two months and made quantitative analysis of their school life's adaptation with questionnaires. And we made qualitative analysis with each selected parts of research themes by close interviewing. A summary of research's result is as follows; 38 l 음악교육(Music Education) 제10호 First, Samulnori activities are effective for intermarriage family's children to improve their adaptation of school life. Second, The most effective part of five under roots of school life adaptation is ‘learning activity relationship'. Third, if I list under roots from high effective to low effective, the result is as follows; Learning activity relationship, Relationship with classroom teacher, Relationship with school mates, Level of obeying regulations, Participation in school events. Fourth, Samulnori activities are showed to be specially effective to students who are most disturbed to school life. Fifth, in the qualitative analysis, during the close theme interview, children reacted positively to relation with teachers, relation with classmates, and learning activities relationship. But they answered that they couldn't feel the change about obeying regulations, participation in school events compared with other under roots. Based on those results, this research could say that Samulnori activities are effective for intermarriage family's children to adapt to their school life.

John Dewey as a completer of pragmatism developed his unique naturalistic empiricism in many quarters of philosophy, logic, ethics, psychology, social education philosophy etc. But coming to the later period of his philosophy, he discussed his philosophy as ‘aesthetic experience’. It was an attempt to solve the main objects in philosophy as 'aesthetic experience'. For that reason, to Dewey, art is not regarded as a simple means of enjoyment, but as a philosophical object that puts all organism, the world, and the metaphysical action together. Aesthetic experience means a dominant and crucial experience being revealed when the qualitative character of experience is constructionalized into a certain form. This purview provides that aesthetic experience is the medium of continuity between ordinariness and music. Its properties of this aesthetic experience are as follows. First, it reveals the traits of an experience as consummatory, Second, situational unity, Third, having aesthetic quality, Forth, terminational, Fifth, emotional completeness and unity, Sixth, having a control to lead the organization of experience, and Seventh, a praxis of good. This aesthetic experience is a foundation of music education that makes a living of music.

The purpose of this study is to clarify the relationship between Music Listening and Subjective Well-Being(SWB) in adolescents. To achieve this purpose, this study looked into Music Listening habits of Korean adolescents. Also, this study investigated whether the level of SWB, such as satisfaction with life, positive and negative emotions, is differed according to the tendency of Music Listening. The results of this study are as follows: First, Music Listening is one of the most common activities accompanying an adolescent's everyday life. More than 67% of the students listen to music at least an hour a day. They usually listen when they are on the move and when they are relaxing to get rid of stresses or to feel better. They prefer popular music. Additionally, most of them(96.3%) think that Music Listening makes them happier. Second, the tendency of Music Listening differs according to the level of SWB. This means that SWB could be connected with Music Listening. The middle school students who have a high level of SWB show a tendency to prefer popular music. And, high school students who have a high level of SWB show a tendency to prefer western classical music and Korean traditional music. These tendencies are distinctly confirmed and seen in the positive emotions among the three elements of SWB. In conclusion, Music Listening, one of the most common and admirable traits in human, especially in adolescents, performs a role as a source of positive emotions. This proposal becomes more powerful by proving a relationship between Music Listening and SWB. This study about the relationship between Music Listening and SWB in adolescents could be helpful for further research about how Music Listening affects everyday life, and provide the insight into what and how music education can do to affect the happiness of adolescents.

An anthem of school is a song which is used to represented the traits of school and the spirit of founding the school. Students will have the love, the sense of belonging and the self conceit about their school by singing the anthem. Especially the anthem of elementary school is sung many times on special occasions for six years and that's why its social and musical influence on students cannot be overlooked. Therefore, the aim of this study is to understand the existing anthems by analyzing their musical features in Busan and to contribute to making a better one which plays a role as a genuine anthem. the anthems of elementary school in Busan have a lot of common feature in many ways, which means they are exceedingly unified and trite. However, we can see recently some new anthems. We also look forward to seeing many anthems which are easy, unique and express the educational ideology of school. Therefore, an anthem will play the proper role successfully.

Korean folksongs have long been passed on from generation to generation orally by way of pastime or through labor or ceremonies, representing national thoughts, life and sentiment in Korean. Folksong education is accentuated as part of music education, but given the synthetic attributes of folksongs, it's needed to take an integrated approach to that by dealing with all the knowledge related to that without being confined to the area of music only. The purpose of this study was to develop teaching methods to provide integrated education for six graders being already exposed to integrated and separate classes by utilizing folksongs included in music textbooks or appropriate at their level in response to that need. And it's also meant to teach them how to make musical play in an inclusive way. The nature and characteristics of folksongs were discussed to shed light on the necessity of integrated learning about that, and the synthetic elements of folksongs were investigated to lay the theoretical foundation for this approach. And six different folksongs were selected to make musical play. Orff-Schulwerk's approach was adopted as a teachinglearning method for classes. Six different lesson plans were drawn up by utilizing the selected folksongs to teach the synthetic components of local community and folksongs and the constituents of musical play. Finally, a lesson plan of musical play that were concerned with well-known mountain tour were prepared by capitalizing on the six folksongs and legends about selected mountains. The approach applied in this study produced the following effects. First, the integrated approach to folksongs was effective at providing motivation and facilitating learning transfer. Second, the students who participated in this study felt they did something in the course of being engaged in the different kinds of integrated academic activities and making music drama, and they eventually got to take a favorable view of folksongs and show growing interest in traditional music. Third, they were able to understand the cultural characteristics and local color of different regions and boost their national identity when they learned about folksongs of different geographic regions through a variety of incorporated subjects. As the scope of this study was confined to suggesting folksongsbased integrated lesson plans, separate teaching methods that focus on folksongs itself should be prepared in the future, and more extensive research should be carried out to provide profound information on folksongs-based integrated learning guidance for every grade. Besides, the types of folksongs that could be introduced in curriculum should be discovered, and a wide range of teaching-learning methods should be developed without interruption.

Music appreciation plays an important role in musical education by providing an opportunity which enables participants to form musical concepts and express their own feelings. The musical education at school being still focused on singing activities led by teachers, however, there aren't enough opportunities for children to directly experience music. Also, as even the appreciation classes are controlled by the teachers, the learners are becoming passive. Orff Approach is designed for all children regardless of their musical talents. Orff music classes are delivered through the students' various active participation activities such as speech, singing, bodily expressions, etc. In this regard, this research was carried out to design the music appreciation class that is easy for everybody to join in and where the students make self-led, active participation. For such a purpose, using the conceptual framework of Orff's philosophy and his educational teaching methods, here are suggested the activities related to rhythm, rhythm speech, Ostinato and Bordun accompaniments, bodily expressions, improvisations, and concerted music. The rhythm activities are composed of rhythm mimicry, rhythm question & answer session, rhythm improvisation, and rhythm canon. As a kind of rhythm speech activity, rhythm speech rondo play makes the theme approachable, and the activity of creating and singing the words, which are related to the song to be appreciated, to the thematic rhythm, nables the students to familiarize themselves with the theme. For songs selected for the appreciation of traditional music, the students learn their rhythm by making oral sounds. Improvised accompaniment activities are carried out by playing the songs suitable for Ostinato and Bordun. Bodily expressions are composed of improvised expression activities such as creating motions becoming the music, the ones using limbs, those suitable for the rhythms, and plays such as movement canon or movement rondo. For the concerted music, the songs have been arranged using transpositions focusing on the thematic part in a way to be easily played. All these factors have been reflected into the music lesson teaching manual. For the 3rd graders, the Minuet, Carnaval des animaux, Myungju's Rice-Planting Song, and Gourd Taryung of Pansori's Heungbu Song, have been selected, and for the 4th graders, Carillion in E Major of L'arlesienne-Suite No 1, In der Halle des Bergoeni of Peer Gynt -Suit No.1, Bird Taryung, and SamulNori. The hoped-for effects of this approach are (1) the students' active participation in music appreciation class, (2) the enhancement of their musical talent and creativeness, (3) the growth of collaboration spirit through group activities, (4) the familiarization with appreciated songs, and (5) feeling of achievement by playing the songs arranged in a way to be played easily. As this thesis is focused on the 3rd and 4th grade elementary schoolers, other teaching approaches are necessary to cover the lower or higher graders. Also, because there has not been a verification process checking improvement in the students' positiveness, spontaneousness, or creativeness, it is hoped that another research will be followed to check the effectiveness of the approach presented in this thesis.

The purpose of this study is to reflect on educational values in Hanslick’s idea of absolute music. If we define education as a process to promote to live a meaningful life by having insight for the essence of himself and the world around him, the educational values in Hanslick’s idea of absolute music implies is by no means slight. These values can be summarized into following items. First, the contemplative attitude mentioned by Hanslick, that is, listening to the form of music itself attentively, has influenced the methodology of music education. The attitude considering the object not as a tool but as a goal itself can plays a significant role as a counterbalance in criticizing and complementing the prevailing pragmatic attitude. Second, the imagination is aroused by the beautiful leads us to contemplate on the form as an ideal and to provide penetrating insight for the inner world of the human beings. Especially, the assertion that it is possible to have a hunch for the ideal through musical experience can be only made by the idea of absolute music. Third, the beautiful in music leads us to balance the immanent human faculties in order to be an autonomous being. This is an ideal pursued by not only the music education but also the education as a whole. The idea of absolute music shares both positive and negative aspects with other idealistic attitudes. It is necessary to keep in mind the proper scope of application and its limitation. An ideal should not be a mean to eliminate other possibilities, but a guiding star for proper decisions. In this sense, Hanslick’s idea of absolute music is an important basis of raison d’être of music education.