Analysis of Educational Discourse through Historical Changes of Music Curriculum in Korea

다국어 초록 (Multilingual Abstract)

Currently, Korea is conducting research to revise the new curriculum. At this time, there is an urgent need for research to examine what contents should be included in the new music curriculum from various perspectives. The purpose of this study is to analyze the process of development of music education and the aspects of educational change by historically examining the Korean music curriculum, and based on this, to suggest the direction for the new curriculum. A theoretical analysis was conducted on how the composition items and development subject, content aspect and document format, and development process and process of the curriculum have historically changed. The Korean curriculum has been revised a total of ten times, starting with the first curriculum in the 1950s and over seventh years later. Through this revision, it was confirmed that the music curriculum has undergone significant changes. The main results are, first, that the music content-oriented curriculum has changed to music pedagogy-centered, and second, that it has changed from learning-centered in school to life-related and competency learning outside of school. Third, it has changed from knowledge transfer learning to student-centered learning with diversity and autonomy. Fourth, it has changed to a process of gathering various opinions surrounding the curriculum. In the future, the curriculum should be developed according to the pedagogical design and procedures to ensure students' wide and diverse learning.