2009 개정 교육과정에 따른 초등 3~4학년 음악교과서의 다문화 음악 단원 내용분석

Abstract

The purpose of this study is to consider the importance of multicultural music education-related units contained in six types (volumes) of elementary school third- and fourth-grade authorized music textbooks grounded on the recently applied ‘2009 revised national curriculum’ and also the learning contents of them. It is intended to examine through analysis how faithfully the textbooks actualize the purpose of the revised curriculum to help students recognize the diversity of music culture and cultivate their attitude to lead the multicultural era. The findings of this study can be summed as below: First, the average number of units related to multicultural music contained in the six types of music textbooks was 3.5 (4.1%), and the average number of songs was 8.1. In other words, in terms of grades, the third and fourth graders can learn averagely about four multicultural songs each. Second, according to the results of classifying multicultural songs contained in the six types of music textbooks by regions, averagely, there are 2.3 Asian songs (29.17%), 3.1 European songs (41%), 0.83 African songs (9.08%), 1.67 American songs (13.17%), and 0.17 Oceanian songs (2.08%). Third, according to the results of examining music activities by songs, most of the contents about learning songs are centered around singing; thus, it will be needed to provide more diverse music activities such as instrument playing, music creating, and music appreciating. Fourth, according to the results of analyzing contextual elements, most of the textbooks present contents regarding different countries’ national flags, costumes, or native pronunciation briefly; however, it will be necessary to provide additional activities since they hardly provide any learning of detailed historic, social, and cultural contents related with the activities. Fifth, in terms of the elements of making it a part of life, only with the provision of multicultural songs in the textbooks, all the textbooks fully contribute to the formation of righteous values about diverse music cultures which is the learning objective in the area of making it a part of life through multicultural music education; however, there still lack more aggressive learning activities related with making it a part of life, so it will be needed to develop contents and teaching methods corresponding to it. 53