초록 열기/닫기 버튼
본 연구는 1996～2004년까지의 국내 발달장애아동을 위한 음악활동중심 중재 연구논문 26편을 분석하여 연구의 일반적 특성과 연구에서 적용한 중재프로그램의 특성 파악을 통해 발달장애아동을 위한 음악활동중심 중재 연구의 현황을 알아보고, 향후 프로그램 개발에 따른 연구의 방향을 제시하는데 목적을 두었다. 연구들을 분석한 결과, 발달장애아동을 위한 음악활동중심 중재연구는 주로 자폐아동을 대상으로 하였으며, 영․유아를 대상으로 한 연구는 제한적이었다. 대부분 분리된 환경에서 연구가 이루어졌고, 가족참여를 촉진하는 프로그램은 거의 없었다. 행동주의적 접근과 Boxill 음악치료 접근방법이 프로그램에 많이 반영되고 있는 반면, 통합적 즉흥연주나 Orff 접근방법은 제한적으로 적용되고 있었다. 음악영역의 경우에는 악기다루기와 노래부르기, 신체표현 하기는 연령집단을 막론하고 거의 대부분의 프로그램에서 적용되고 있었고, 음악개념은 전체적으로 볼 때 리듬과 멜로디, 음, 강약 순으로 사용이 되고 있으나, 적용률은 그리 높지 않았다. 북, 소고와 같은 멤브라노폰의 사용률이 높았고 그 다음으로 실로폰, 템버린, 트라이앵글과 우드블럭, 마라카스, 쉐이커와 같은 이디오폰이 많이 사용되고 있으나, 사용되는 악기의 종류는 한정되어 있었다. 프로그램 운영 시 아동의 활동참여와 상호작용을 촉진하기 위해 가장 많이 사용하고 있는 전략은 반응촉진과 중재자의 모델링으로 나타났다.
In this research, the characteristics of research and intervention programs using music for children with developmental disabilities in Korea were examined through analysis of experimental studies to suggest future directions of the music activity-based programs for children with disabilities. For this, 18 experimental studies that were published with important journals in special education and related areas from 1996 to 2004 in Korea were reviewed. Studies were analysed according to participants' characteristics and settings, interaction partners, grouping, and target developmental areas. Program approaches, music elements such as music areas, concepts, and materials, and strategies for facilitating participation and interactions were also analysed. The results of this study were as follows: first, the primary participants were children with autism, and infants and preschoolers were less included than school-aged children. Second, the research was mostly conducted in clinical or segregated settings such as theraputic rooms, special classrooms, and special schools. Family participation was rarely facilitated. Third, the Boxill music therapy approach was employed in the programs the most, while Orff approach was employed the least. Fourth, as for as music area, the use of musical instruments, singing, and physical movement were applied in most intervention programs regardless of children's age. It was found that rhythm was the most common music concept incorporated into intervention programs, followed by beat, melody, and tempo, respectively, though all were infrequently used. Limited numbers of musical instruments were used, while idiophones such as xylophone, tambourine, triangle, wood block, handbell, maracas, and shakers were highly used. Fifth, the intervention programs incorporated response prompting, modeling, and preference strategies the most to facilitate child participation in the activities and interaction with peers, interventionist, and materials.
키워드열기/닫기 버튼
music activities, music program, music therapy, developmental disabilities
