The Analysis of Students’ Questions in Music class applying Havruta Learning

ABSTRACT

This study aims to apply Havruta learning method to music classes and to analyze the types and characteristics of students’ questions. This study carried out a total of 8 lessons in a“Havruta” style, divided into 4 respective sessions of 2 lessons each. The four topics presented in the music textbook of M Publisher, teaching 25 students of the 3rd graders of elementary school. Based on the criteria for analyzing teacher’s questioning in music education(Yang, Jong-mo, 2008, 2009), the types of students’ questions produced during the music class were classified. The main questions asked by students were from the cognitive domain. There were integrated questions from the cognitive+psychomotor domain, cognitive+affective domain, and cognitive+psychomotor+affective domain, as well. Also, the educational significance of the music class applying Havruta learning is that the student-centered music class was achieved matching to the curriculum of 2009(Ministry of Education, Science and Technology, 2011).