한국과 일본의 현행 초등학교 음악과 교육과정 비교 분석 = A Comparison and Analysis of the Music Education Curricula for the Current Elementary School in Korea and Japan

다국어 초록 (Multilingual Abstract)

New curriculum for elementary and middle school, which was revised in December 30th, 1997, was gradually implemented according to the implementation plan, and all the schools entered the era of the seventh curriculum as of March 1st, 2002. As the current curriculum pursues self-directed, creative Korean leading the world of globalization and information in the 21st century, the importance of music education is greatly being emphasized than that of any other times. Thus, the curriculum of music education not only takes responsibility for future music culture, but has valuable mission for the whole society. Because educational curriculum should fulfil the historical, social, and scientific needs, it is required to be revised constantly. Studying the examples of foreign countries s curricula is usually included in the curriculum revision. This study compared and analyzed the music curriculum of Korea with that of Japan. Like Korea, Japan also implemented the seventh curriculum as of April 1st, 2002, the characteristics of which include the establishment of integrated learning time, which is similar to the optional activities in Korea, and the school management according to the five-work day system . The study found that matched with the characteristics of music education as an art subject, the objectives of music education of both countries were well established. The study also found that both countries emphasized the interrelationships of the domains of content and integrated instruction, but the structure of content was different. The study found out that although both countries focus on various musical pieces and musical activities, the content of music education in Korea places a importance on its traditional music whereas Japan does on foreign music-especially American music. The results of the study are as follows:
Because the new curriculum was expected to be revised according to the five-work day system, the nation-wide level of curriculum should be simple and general principles while the school-wide level of curriculum should be detailed in the plan of teaching and learning and the cautions of teaching with the consideration of actual classrooms in which teachers do not have professionality and competency. The use of ICT in music education as well as improvisation ability, which is regarded as a good method for the extension of creativity, is expected to be emphasized in the new curriculum, following by the study of various teaching methods. The importance of music textbook is comparatively higher than that of other school subjects. Thus, if the system of authoring textbook for elementary school is improved so that various channels of making textbook are applied, textbook with high quality will be produced, which will improve make the quality of music class. Common elements of the curriculum of music education in both countries are not education for music s sake but education through music. To cultivate the creative mind and well balanced character through music, much efforts should be given to enhance the curriculum structure and content. In order to settle down desirable school oriented curricula, school teachers should do their best.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 목적과 의의
• 2. 연구의 방법과 범위
• Ⅱ. 이론적 배경
• 1. 교육과정 편성․운영 현황
• 2. 교육과정 개정의 배경과 기본 방침
• 3. 교육목적 및 교육목표
• 4. 교육과정 편제와 시간 배당
• Ⅲ. 음악과 교육과정 비교 분석
• 1. 음악과의 성격
• 2. 음악과의 목표
• 3. 음악과의 내용
• 4. 음악과의 교수․학습 방법
• 5. 음악과의 평가
• 6. 음악 교과서 비교
• Ⅳ. 결 론