The purpose of the study is to develop a multicultural education program based on multicultural teaching strategies in music education. The direction of the research on the development of multicultural competency and 인성 was decided with the advice of a professor in music education major, progressed with studies of references on theories on multicultural education, present condition of multicultural education, multicultural music education, and multicultural education done in music education. After that, the teaching plan for multicultural education was developed, modified three times according to the advices of group of experts, and went through verication of content validity.
At first, the research started for the development of personality education program which aims to teach students to embrace diversity in their group of classmates. However, after the understanding of multicultural education as an education that encourages students to selectively accept diversity in all aspects, not only to understand other race and cultures, a design of this program for multicultural education in music education was started.
First, upon the understanding of the necessity of multicultural education due to the present condition of multiple cultures in Korea, and actual condition of multicultural education, the knowledge that art education including music education such as teaching folk songs from various cultures is appropriate was gained.
Second, preliminary research showed that current multicultural education conducted in music education comprised of introduction of various ethnic music, teaching ethnic music with the explanation of social, historical background of the ethnic group, and teaching Korean traditional music as multicultural music education for ethnic groups living in Korea. There were few multicultural education in music education with multicultural education teaching strategies applied. Also, target of most music programs designed based on multicultural education teaching strategies were elementary students.
Third, the multicultural education program in music education for third graders in middle school was developed. Experience-centered multicultural education theory was applied to each lesson, so students experience multicultural situation in various ways, write and build up their opinions and apply them to their lyrics in the last lesson. Main theme of the four lessons consists of ‘emotionally sympothizing’,‘culturally recognizing’,‘doin anti-bias actions’, therefore the program is suitable to develop students’multicultural competencies in emotional, cognitive, and behavioral aspects.
Fourth, the multicultural education program uses music as a medium for sympathy. The program lets students to sympathize with different people from other cultural backgrounds through the experience of musical emotion. Also, music or video that are used in the class are mostly from countries in Asia, reflecting the proportion of immigrants in Korea.
Fifth, after being reviewed by a group of experts that consists of 2 experts in music education and 1 expert in ethics education, the lesson plan was modified 3 times according to their advices, activities in each lesson reduced, content connection increased, and activities to arouse student’s interests added.
Lastly, the same group of experts verified the program. The program scored 4.7 in average in the content validity verification conducted by the group of experts who answered a questionaire consisting of 10 questions using Likert scale of 5. It was assessed to be effective to develop multicultural competency of third graders in middle school, and to be consisted of activities that can arouse interest of the students. Requests for amendment was to reduce the number of teams in the activities, and to increase the total lessons due to the abundance of activities.
This research has its meaning in that it applied multicultural education teaching strategies such as experience-centered multiculural education and teaching strategies for anti-bias, over introducing ethnic music with the explanation of social, historical background of each ehtnic groups.