음악 교과를 통해 본 시기별 초등학교 교육과정의 통합교과 ‘즐거운 생활’에 관한 분석

Abstract

This study aimed to analyze the ‘Pleasant Life’ integrated curriculum in early elementary education, examining its evolution from the 4th national curriculum, when integrated curricula were first introduced, to the 2022 revised version, with a specific focus on its application within the music curriculum. The study revealed the following findings: First, there were inaccuracies in the music content. In music education, ‘listening’ should involve not only hearing music but also engaging in cognitive activities. However, the ‘Pleasant Life’ curriculum focuses solely on listening activities without this broader engagement. Second, there were issues with the progression of music learning stages. Activities like composing songs or creating music videos, which are part of composition, are introduced in the 5th or 6th grade curriculum without considering the developmental and musical stages of the students. Third, there are many instances of excessive content that does not align with the lesson objectives. Although the teaching guide suggests that teachers can adjust the curriculum and class hours to suit their specific needs, the lack of clear standards only adds to teachers’ confusion. Fourth, up until the 2022 revised ‘Pleasant Life’ curriculum, there has been a notable absence of music activities. While the integrated curriculum is essential and includes a range of topic-centered content vital for elementary education, integrating multiple subjects around a single theme can be challenging. The revival of music education, which has been overlooked in early elementary grades for the past 4 decades, can no longer be delayed.