A Study on the Development of Instructional Design Principles to Elementary Korean Traditional Music Composition Classes Applying LT Cooperative Learning

Objectives The purpose of this study is to apply the structure and principles of LT cooperative learning to elementary Korean traditional music composition classes and to develop practical instructional design principles that can be implemented in educational settings. Methods In this study, a design and development research methodology was employed. Relevant prior literature was analyzed to establish an initial set of instructional design principles by applying the instructional principles of LT cooperative learning. The derived principles underwent two rounds of expert review involving music education specialists with expertise in Korean traditional music to verify their internal validity. Based on the feedback received, the principles were revised and refined to develop the final instructional design principles for elementary Korean traditional music composition classes. Results As The final instructional design principles were developed based on the five fundamental principles of LT cooperative learning, resulting in 11 design principles and 23 detailed guidelines. When applied, these principles offer the following benefits: First, they enhance students' sense of responsibility and learning motivation. Second, they foster a collaborative learning culture. Third, they provide opportunities for creativity in gugak composition, allowing students to experiment with musical elements such as jangdan (traditional rhythmic patterns), tori (melodic modes), and form. Fourth, they cultivate students' collaborative skills. Fifth, they improve community and communication competencies through process-oriented assessment. Conclusions This This study applied the structure and principles of LT cooperative learning to elementary gugak composition lessons, developing practical instructional design principles that can be implemented in educational settings. It provided a framework that enhances students' self-directed learning and sense of responsibility, incorporates systematic assessment and feedback in the creative process, and presents detailed guidelines on gugak elements to facilitate students' collaborative experiences. he significance of this study lies in establishing a fundamental foundation for designing elementary gugak composition lessons utilizing LT cooperative learning.