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).

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