ABSTRACT

This study aims to support music teachers in actively developing the creative teaching expertise required in their own educational contexts by developing a teacher-driven professional development program for musical theatre creation utilizing chord progressions. To achieve this, the research was conducted using a modified ADDIE model for program design and development, grounded in the active participation of music teachers within a teacher learning community. The program reflects three key features: (1) teachers’ contextual needs were integrated throughout development; (2) it differs from conventional lecture-based training by emphasizing teacher-led participation; and (3) collaborative music-making using chord progression expanded teachers’ pedagogical expertise in music creation. The research results suggest the importance of supporting teacher-driven professional development programs, supporting participatory training, and fostering pedagogical expertise in music creation.

Keyword :

REFERENCES

1. An, E. J., & Yoon, S. W. (2024). A study on the artistic creation of music in the free semester system in middle school. The Journal of Music Application Studies, 16, 1-13.
2. Choi, B. S., & Yoo, S. M. (2013). Investigation of H model blended e-learning technique in enhanced effectiveness of class learning. The Journal of Korean Association of Computer Education, 16(3), 49-60. https://doi.org/10.32431/KACE.2013.16.3.006 [Crossref]
3. Conway, C. M., & Marie Stanley, A. (2025). Rethinking inservice music teacher learning: Beyond traditional professional development. Journal of Music Teacher Education, 35(1), 3-14. https://doi.org/10.1177/10570837251358564 [Crossref]
4. Erickson, H. L., & Lanning, L. A. (2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Corwin.
5. Freeman, D. (2024). Rethinking teacher professional development: Designing and researching how teachers learn. Routledge. https://doi.org/10.4324/9781003240419 [Crossref]
6. Groon, J. (2025). Popular music pedagogy in music teacher education: A literature review. Journal of Popular Music Education, 9(1), 45-62. https://doi.org/10.1386/jpme_00154_1 [Crossref]
7. Guo, J., Suttachitt, N., & Daoruang, K. (2024). The impact of developing pop music on music infrastructure construction and education systems. Journal of Infrastructure, Policy and Development, 8(14). https://doi.org/10.24294/jipd10241 [Crossref]
8. Hong, S., Oh, S., Choi, J., Lee, J., Lee, S., & Park, Y. (2021). Exploring implementation strategies of blended learning in school education. Research Report RRI 2. Korea Institute for Curriculum and Evaluation.
9. Im, S. R. (2017). A research on teaching methods for project-based musical activities linking curriculum subjects. Korean Journal of Research in Music Education, 46(3), 47-71. https://doi.org/10.30775/KMES.46.3.03 [Crossref]
10. Jo, Y. J., & Bae, J. H. (2015). A qualitative study on the teachers' training based on the professional learning community in Gyeonggi province. The Journal of Korean Teacher Education, 32(2), 33-65. https://doi.org/10.24211/tjkte.2015.32.2.33 [Crossref]
11. Joosten, T., Weber, N., Baker, M., & Schletzbaum, A. (2021). Planning for a blended future: A research-driven guide for educators [Report]. Every Learner Everywhere Network. Retrieved November 1, 2025, from https://www.everylearnereverywhere.org/resources/
12. Kim, E. J. (2025). Types of creative activities in the 2022 revised music textbooks for third- and fourth-grade elementary students. Korean Journal of Elementary Education, 36(1), 1-17. https://doi.org/10.20972/kjee.36.1.202503.1 [Crossref]
13. Kim, M. J., & Gong, H. R. (2021). Development of a jukebox musical program using a fairy tale adaptation. Korean Journal of Research in Music Education, 50(4), 45-69. https://doi.org/10.30775/KMES.50.4.45 [Crossref]
14. Kim, M. J. (2024). Developing teaching-learning materials in school musical theater education. Doctoral dissertation, Seoul National University.
15. Kim, S. Y. (2025). Negotiating the boundaries between traditional Korean music and Western music in the formation process of secondary music teachers' professional identity in Korea. Doctoral dissertation, Seoul National University.
16. Kim, Y. H. (2022). A study on the learning community-based school musicals teacher training program to strengthen. Culture and Convergence, 44(12), 755-768. https://doi.org/10.33645/cnc.2022.12.44.12.755 [Crossref]
17. La, I. J., Yang, Y. C., Kim, H. J., Song, H. D., Seo, M. W., Song, S. H., Lee, J. H., Lim, C. I., Jo, I. H., Lim, J. H., Choi, S. W., Song, Y. M., Ha, Y. J., You, Y. M., & Jo, E. S. (2016). Exploring educational technology. Parkyoungsa.
18. Lee, D. H., Hong, M. H., Hong, J. P., Gong, H. J., & Lee, J. H. (2025). Music 1. Visang.
19. Lee, S. S. (2007). Design principles of interactions for blended learning. Journal of Korean Association for Educational Information and Media, 13(1), 225-250.
20. Lee, Y. S. (2017). Applying teacher learning community theory: Teacher in-service training model search. Doctoral dissertation, Seoul National University.
21. Lee, Y. S. (2021). Exploring the conceptual model of teacher in-service training by applying the teacher learning community perspective. The Journal of Learner-Centered Curricul um and Instruction, 21(1), 501-529. https://doi.org/10.22251/jlcci.2021.21.1.501 [Crossref]
22. Lee, Y. W., & Lim, E. J. (2017). A study on teaching approach for musical class using applications in smartphone. Korean Journal of Research in Music Education, 46(1), 89-112. https://doi.org/10.30775/KMES.46.1.05 [Crossref]
23. McPhail, G. (2022). Knowledge and music education: A social realist account. Routledge. https://doi.org/10.4324/9781003300656 [Crossref]
24. Ministry of Education (2015). Music curriculum. No. 2015-74 [Supplementary 12]. Ministry of Education.
25. Ministry of Education (2022). Music curriculum. No. 2022-33 [Supplementary 12]. Ministry of Education.
26. Park, J. E. (2021). A study on opinions to improve popular music education in elementary and secondary music classes by the current curriculum. Culture and Convergence, 43(9), 349-368. https://doi.org/10.33645/cnc.2021.09.43.9.349 [Crossref]
27. Park, J. H., & Yang, I. S. (2016). A instructional model for music making activities applying project learning. Korean Journal of Research in Music Education, 45(2), 149-168.
28. Park, J. H. (2017). A study on the analysis and improvement of the music teacher training programs - Focused on metropolitan and provincial offices of education. Journal of Music Education Science, 30, 35-53. UCI: G704-002202.2017..30.006 https://doi.org/10.30832/JMES.2017.30.35 [Crossref]
29. Seo, H. J. (2019). An analysis and suggestions on the cooperative integrated arts activities through a class musical case study. Master's thesis, Korea National University of Education.
30. Seo, K. H. (2008). A case study on out-of-school teacher learning community. The Journal of Korean Teacher Education, 25(2), 53-80. https://doi.org/10.24211/tjkte.2008.25.2.53 [Crossref]
31. Seo, K. H. (2009). Teacher learning communities and professional development. The Journal of Korean Teacher Education, 26(2), 243-276. https://doi.org/10.24211/tjkte.2009.26.2.243 [Crossref]
32. Seo, K. H. (2013). A couumuity approach to teacher learning. Journal of Educational Studies, 44(3), 161-191. UCI: G704-001618.2013.44.3.004
33. Seoul Metropolitan Office of Education (2020). 2020 secondary school collaborative comprehensive art activities operation plan. Seoul Metropolitan Office of Education.
34. Song, J. J. (2024). Explore the use of soundscape to guide music composition in the context of the 2022 revised music curriculum. Journal of Elementary Education, 40(1), 111-135. https://doi.org/10.23103/dnueje.2024.40.1.111 [Crossref]
35. Staker, H., & Horn, M. B. (2017). Blended. In Blended: The combination of online and offline learning to maximize school effectiveness (J. Chang, & Y. Baek, Trans.). Edunity. (Original work published 2015)
36. Thorne, K. (2005). Blended learning: How to integrate online & traditional learning In Blended learning: Integrating online and offline education (S. Kim, Y. Yang, E. Lim, & E. Pyun, Trans.). Hakjisa. (Original work published 2003)
37. Yoon, S. W. (2020). The development of a model for music making lessons in the music subject. Journal of Music Education Science, 42, 131-149. https://doi.org/10.30832/JM ES.2020.42.131 https://doi.org/10.30832/JMES.2019.42.131 [Crossref]
38. You, H. Y. (2024). Qualitative case study on practices of music creation classes using digital technology: Based on actor-network theory. Korean Journal of Research in Music Education, 53(2), 69-96. https://doi.org/10.30775/KMES.53.2.69 [Crossref]
39. You, H. Y. (2025). A qualitative case study on the national curriculum practice of music teachers in an inquiry community. Doctoral dissertation, Seoul National University.