ScholarWorks@숙명여자대학교

초록

The purpose of this study is to examine the effectiveness of modeling-based instruction in instrumental education for individuals with developmental disabilities and to explore more advanced educational approaches. Modeling learning is a strategy in which the teacher demonstrates musical techniques or expressions for students to observe and imitate, and it is considered particularly effective for learners with developmental disabilities who benefit from repetition and intuitive stimuli. This study was conducted over the course of one year with six individuals with developmental disabilities and three instrumental instructors. A mixed-methods approach was employed, combining quantitative assessment using rating scales with qualitative data collected through classroom observation and in-depth interviews to evaluate changes in learner performance. The results indicated that modeling-based learning had a positive impact on both instrumental performance and musical expression. Furthermore, learning effects were maximized when auditory and visual sensory stimuli were integrated, and it was confirmed that a small-group instructional setting—allowing teachers to focus more closely on individual learners—is essential for effective modeling-based education.

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