Designing a Primary Music Instructional Model Aligned with UNESCO’s 2023-2025 Educational Vision: Sensory-Based Listening through Soundscape and Digital Literacy
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This study aims to propose a listening-centered instructional design model for elementary music classes based on the discourses of “human-centered learning,” “sensory-based education,” and “strengthening capabilities in response to digital transformation” presented in UNESCO's Education Vision (2023-2025). While traditional music classes centered on appreciation have limitations in that they focus on the transmission of knowledge or emotional regulation, this study redefines “listening” as an educational starting point where sensory cognition, interpretive thinking, and creative expression are integrated, and explores the possibility of reconnecting the philosophy and practice of music education based on this. The instructional model proposed in this study transforms the learner's surrounding environment into a soundscape concept and connects digital literacy to educational practice, thereby expanding auditory subjectivity and sensory expression abilities. Activities such as sound collection, digital collage, and platform-based self-expression focus on rethinking learners' senses within the flow of “listening-interpretingexpressing” and restoring music as a sensory ethics and artistic act of listening to the world of others. This approach is not simply a proposal for teaching methods, but an educational practice that raises fundamental questions about how to teach music. Although this study does not include empirical verification of actual classes, it holds significant ducational significance in that it simultaneously explores the theoretical validity and practical applicability of listening-centered music education. From the perspective that elementary music education should be reimagined as an education that encourages students to listen to and interpret existence, others, and the world anew, this study aims to propose a new practical discourse centered on the restoration of the senses and the integration of technology.
Abstract
This study aims to propose a listening-centered instructional design model for elementary music classes based on the discourses of “human-centered learning,” “sensory-based education,” and “strengthening capabilities in response to digital transformation” presented in UNESCO's Education Vision (2023-2025). While traditional music classes centered on appreciation have limitations in that they focus on the transmission of knowledge or emotional regulation, this study redefines “listening” as an educational starting point where sensory cognition, interpretive thinking, and creative expression are integrated, and explores the possibility of reconnecting the philosophy and practice of music education based on this. The instructional model proposed in this study transforms the learner's surrounding environment into a soundscape concept and connects digital literacy to educational practice, thereby expanding auditory subjectivity and sensory expression abilities. Activities such as sound collection, digital collage, and platform-based self-expression focus on rethinking learners' senses within the flow of “listening-interpretingexpressing” and restoring music as a sensory ethics and artistic act of listening to the world of others. This approach is not simply a proposal for teaching methods, but an educational practice that raises fundamental questions about how to teach music. Although this study does not include empirical verification of actual classes, it holds significant ducational significance in that it simultaneously explores the theoretical validity and practical applicability of listening-centered music education. From the perspective that elementary music education should be reimagined as an education that encourages students to listen to and interpret existence, others, and the world anew, this study aims to propose a new practical discourse centered on the restoration of the senses and the integration of technology.