음악교과서에 나타난 다문화적 접근(Ⅱ) -중등학교를 중심으로- = Multicultural Approach of the Music Textbooks in Korea -Focused on the Secondary School-

다국어 초록 (Multilingual Abstract)

Muticultural music education is one of the recent instructive efforts to find a way how music classes can reach their goal. Viewed from this angle, it is important to check folk songs that are included in music textbooks in public schools. Since the music textbooks exert a direct influence upon the teaching contents and methods of music classes, it is also very suggestive to consider contexts in which such folks music is handled.
The aim of this paper is a systematic analysis of multicultural approach of music textbooks for the secondary school(7th to 12th Grade), paying attention to their presentation types. This study7s quantitative analysis of a wide variety of folks songs establishes that most folks tunes come from Western culture, especially from the United States of America and the Western Europe. The folks songs are applied chiefly to material to teach musical elements, while multicultural contents as a teaching theme are treated on rare occasions.
There are 9 different music textbooks for Middle School and 8 for High School(10th Grade). Every music text book deals with roughly 20 international folks songs, but a fifth of them is connected to multicultural subject. Furthermore, only a few units in which multicultural contents are handled provide a teaching concept to be concentrated on multicultural contents. So, the results of the analysis have to be discussed in relation to teaching process of each lesson unit. Taking into account the theory of constructivism, we can conclude that it is necessary for multicultural music education to introduce definite guidelines into curriculum and develop effective teaching methods.