The purpose of this study is to develop a composition instruction method based on Schenker's theory of analysis, apply it to high school students, and analyze the effect to improve the composition instruction method. As subjects of the study, simple random sampling was conducted on 5 students in the second year of general high school. The effect was verified mainly.
For this study, the necessity and purpose of the study were described in the introduction, and the concept and principle of Schenker's analytic theory, including Schenker's life, were studied in the literature in the theoretical background. As for the theoretical background related to the composition teaching method, the concept of composition, composition in school education, composition content in music textbooks, and composition classes using Schenker's analytical theory were investigated. In addition, a teaching and learning model based on creativity, which is a teaching model used in this class, was studied. In the research method, the research design for developing a composition instruction method based on Schenker's theory of analysis was divided into preparation phase, pre-examination phase, composition instruction method application phase, and post-examination phase. For the subjects of the study, the results of a preliminary questionnaire evaluating musical experience and comprehension of composition and individual student interviews were cited, and as a research tool, models and programs related to classes for each class were specified. Next, the contents related to the experimental treatment process applied with the class, the class guidance plan, and data processing were described.
The results of the study applying the lessons developed through the above process were derived with a focus on musical knowledge, musical skills, and musical attitudes. In the discussion points related to this, not only the cognitive ability, composition ability, and satisfaction were discussed, but also the effectiveness of the teaching method was discussed, and the results related to each item were summarized, and the interpretation of each result and problems were derived and researchers who could improve them were discussed. Opinion stated. In particular, the characteristics and advantages of this guidance method were related to the research results, and the expected effects that could be obtained through this guidance method were also noted.
The composition learning system developed in this study is based on Schenker's theory of analysis, and each step consists of a music concept understanding step, a music analysis understanding step, and a composition performance step. All of these steps are designed based on the music creativity teaching model, and this teaching model goes through the process of 'sensation-mastery-synthesis' within a musical context.
First, in the stage of understanding the concept of music, learn rhythm, melody, and harmony. In each stage, rhythm, melody, and harmony are sensed and mastered, and in the final synthesis stage, composition activities are performed to create short phrases. In the subsequent step of understanding music analysis, structural hierarchy, fundamental melody, and fundamental structure, which are the core concepts of Schenker's analytical theory, are studied. Even at this stage, in the 'comprehensive' stage, simple music analysis and composition activities are carried out.
Music recognition ability test and composition ability test were used as measurement tools to verify the effect. The results of the test related to musical attitudes were derived through the researcher's observation and individual interviews with students. Each test was conducted simultaneously before and after the class was applied, and an advanced composition ability test was added as a post-test to measure the method of teaching composition based on Schenker's theory of analysis.
For the music cognitive ability test, a quantitative study was conducted using a 5-point Likert scale score for pre- and post-test results for each subdomain using a related scoring table. For the basic compositional ability test and the advanced compositional ability test, evaluation contents and evaluation scales were created, converted into points, and quantitative research was conducted, and the opinions of three researchers and experts were collected for qualitative research at the same time. The Advanced Compositional Ability Test was used by modifying and supplementing the scoring table of the evaluation criteria for creation presented in Seo Mi-sook's study. The evaluation elements of this scoring table consist of relevance, originality, and expressiveness.
The method of teaching composition based on Schenker's analytical theory can be summarized as having the following effects on basic knowledge of music and competencies of composition.
First, composition activities using Schenker's analytical theory promote internalization of the basic conceptual elements of music. Various music analysis activities carried out to understand Schenker's theory of analysis not only allow students to acquire music concepts naturally, but also enhance their comprehension and evaluation skills for the concepts.
Second, compositional activities using Schenker's analytical theory make it possible to recognize the organic relationship and harmony between notes with a structural perspective. Composition learning based on this understanding increases the ability to compose in stages by enabling students to set up the skeleton of music and elaborate it on their own.
Third, the composition activity using Schenker's analytical theory becomes the motivation for the composition activity itself. This composition activity serves as a practical principle for harmonization and melodic creation, helping students to understand the clear meaning inherent in music while increasing students' interest in composition activities.
Based on the results of this study, the composition teaching method based on Schenker's theory of analysis gives the following implications.
First, the difficulty of composition classes in the field of music education was the low understanding of music concepts. However, in this study, it was confirmed that composition activities using Schenker's analytical theory help students clearly understand musical concepts and have a positive effect on their performance and attitude toward composition. Therefore, it is necessary to supplement the incomplete part of this teaching method and seek the possibility of applying and spreading it in the actual school field.
Second, in the class of this study, most of the students felt difficulties in the stage of analyzing music. For effective composition activities, various methods to improve students' analysis ability should be studied. To this end, appropriate level of surprise song selection and variety of songs are required, and opportunities to analyze various pieces of music must be provided. This analysis activity is a necessary step for efficient composition activity, and it is judged that learning various methods of analysis will be of great help in vitalizing composition education.