The purpose of this study is based on Nam June Paik’s first solo exhibition, entitled ≪Exposition of Music-Electronic Television≫ which was held in 1963 at Galerie Parnass in Wuppertal, Germany. This was Paik’s first exhibition on the work of electronic television. Furthermore, this exhibition has provided the initial point of Video Art and that counts as an important meaning for researching Paik’s works. In 21st century many art museums are attempting to reproduce Paik‘s first exhibition itself. For this point of view the purpose of this study is focusing on the exhibition installation and its effects of the ≪Exposition of Music-Electronic Television≫. Paik has solely organized and directed this ≪Exposition of Music-Electronic Television≫ and also designed the poster. At Galerie Parnass Paik had made the exhibition with operated electric television, scenarios staged with prepared piano and mechanical sound objects along with record players and audio tape installations. Through this exhibition it turned the space of exhibition into an art work. The audience could freely experience the individual spaces which holds its own characteristics by operating the installed art works. All the different materials and physical effects installed in different rooms, all kinds of objects making sound or noise, and furthermore the works that needed audience participation have shown that characteristics of Paik’s major interest about the ‘space’, ‘sound of everyday life’, and ‘Audience participation’. Moreover, Paik has directed this ≪Exposition of Music-Electronic Television≫ not only dependent on standardized visual part but also multilateral experience approach for open exhibition. Paik’s intention for his exhibition was that the audience could be free inside exhibition space and this intention aroused the unknown artist Joseph Beuys to have spasmodic happening performance in his show. Joseph Beuys have smashed the lying piano on Paik’s show through this performance and Paik was satisfied with Joseph Beuys’s unforeseeable performance. This performance was not only about wrecking the art work but rather ‘homage to Nam june Paik’. For this kind of exhibition circumstance, Paik has made the television which was the linear communication with the audience to the ‘art work that is completed by the audience’. The passive viewers of television have become active viewers through making sound in front of television or operating the images with the sound volume while they are participating on Paik’s exhibition. Moreover, Paik has transformed the main classical instrument piano to attempt Art as a ‘playful’ thing, which was a priority only for the privileged classes. ≪Exposition of Music-Electronic Television≫ was Paik’s unique exhibition that holds ‘space and the sound’, ‘audience participation’, ‘experimenting new medium’. Paik has made the exhibition space as a one united space environment and did not segregate the ‘Art and everyday life’ and ‘Artist(subject) and Audience(object)’ which have made ‘space’, ‘audience’, ‘new medium’ as an Art.

지식과 정보가 급변하는 새로운 시대에 디지털 테크놀로지의 활용이 사회, 문화, 교육 전 영역에서 활발히 사용되고 있으며, 예술교육에도 테크놀로지의 활용이라는 새로운 시도를 요구하고 있다. 본 연구는 새로운 교수-학습 방식으로써 "음악 테크놀로지 기반 학습(Music Technology-Based Learning, 이후로 MTBL)"을 제안하고, 이를 수업에 적용하여 학습자들의 감성의 활성화에 대한 효과를 알아보고자 하였다. 본 연구는 2차례의 마인드맵(사전 사후), 매 수업 후 성찰저널 작성, 수업 후 남학생 5명, 여학생 5명의 자발적 참여에 의해 본 연구자를 포함하여 교육공학 전문가 1인과 문화예술교육 전문가 1인, 총 3명과의 심층 인터뷰를 실시하였다. 이와 같은 방법으로 자료를 수집 분석하여 MTBL의 수업 결과 학습자들의 감성의 활성화에 있어 긍정적인 변화를 볼 수 있었다. 사전 사후 마인드맵을 분석에서 보이듯 변화된 단어들의 목록을 통해 학습자들의 감성의 변화를 살펴보았다. 또한 음악 테크놀로지의 활용을 통해 학습자들은 문화예술에 대한 관심과 흥미를 나타내었다. 학습자들은 본 수업에서 음악과 영상을 창작하며 다양한 감성 표현을 보여주었다. 이러한 연구 결과를 바탕으로 MTBL이 예술교육의 새로운 교수-학습 방법으로써 가능성이 있음을 확인 할 수 있었다.

To use as a guideline for the development of a music aptitude test for 4-6th grade elementary school students in Korea, we evaluated the test items of music aptitude tests widely used in USA, in particular, the Intermediate Measures of Music Audiation (IMMA) and the Musical Aptitude Profile (MAP). IMMA was administered to 570 4th grade students and MAP to 1335 5-6th grade students in Seoul and Taegu, Korea. The reliability of IMMA was .85 for the 4th grade. The reliability of MAP was .82 for the 5th grade and .89 for the 6th grade. The mean of item difficulties of IMMA was .83 and that of MAP was .72. More than 75% of IMMA test items have discriminations below .2, and more than 43% of MAP test items have discriminations below .2. These results are significantly different from those of American students. The evaluations of test items of IMMA and MAP that are of particular interest are as follows. Test items with ascending melodies are more difficult than those with descending melodies. Test items with tied notes, rests, dotted notes, and tripples are more difficult. When two adjacent test items use the same melodies as in MAP, they influence each other. In summary, the reliabilities of both tests are high, but they are too easy for the Korean students and too many items have low discriminations. So it is not appropriate to use both tests for Korean students. More difficult test items such as those discovered in this study should be used for Korean students. The different results between Korean and American students indicate that music aptitude is sensitive to cultural difference, for example, Korean students' exposure to Korean traditional music. Therefore cultural difference should be seriously considered in designing a music aptitude test for Korean students.