Abstract

This study designed convergence-based music education classes for prospective music teachers to achieve the successful purpose of music education. To this end, after contemplating Maxine Greene's philosophy of art education, LCE art education, and convergence education, the core teaching principles derived in consideration of the commonalities and characteristics of the three fields were used. To this end, after contemplating Maxine Greene's philosophy of art education, LCE art education, and convergence education, the core teaching principles derived in consideration of the commonalities and characteristics of the three fields were used. To this end, after contemplating Maxine Greene's philosophy of art education, LCE art education, and convergence education, the core teaching principles derived in consideration of the commonalities and characteristics of the three fields were used. This class aims to improve teaching expertise and positive identity by strengthening aesthetic experiences and music-oriented convergence capabilities for prospective music teachers through convergence-based music education. Based on learners' concept development and understanding, there is a class stage of 'conscious attention-embodied recognition-meaning creation' based on constructivism so that learners can reorganize their meanings, and each stage consists of lectures, teacher modeling, and micro-teaching. There are 6 areas of achievement standards and the descriptive three-step achievement level of 'not enough-possible-outstanding' were divided, and the class model was selected as Bybee’s 5Es. This class, which runs for a total of 12 sessions for a semester, is expected to help prospective music teachers grow into music teachers who can guide music deeply into learner’s lives as well as their own musical lives by demonstrating their teaching expertise