ABSTRACT

The purpose of this study is to explore the educational possibilities and value of Gugak (traditional Korean music) improvisation and to derive pedagogical implications for practical Gugak creation education. To this end, a convergent mixed-methods study was conducted to examine students' culturally responsive musical experiences through improvisation and Jeongganbo notation methods in middle school Gugak creation classes applying Culturally Responsive Pedagogy (CRP). Quantitative results indicated high scores across all survey items without statistically significant differences based on the creation method. These findings suggest the positive potential of CRT-based Gugak classes and indicate that improvisation can offer educational value comparable to conventional Jeongganbo composition. Meanwhile, qualitative analysis revealed that these two methods provide distinct yet mutually complementary musical experiences for students. Based on these findings, the study highlights the value of CRT and the potential of improvisation in Gugak education. Practically, it proposes a phased instructional application: “improvisation first, Jeongganbo composition second.” This research is highly significant for broadening the horizons of traditionally notation-centric Gugak education and demonstrating practical feasibility of teaching Gugak improvisation.

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