Recently with globalization, Korean society is entering a multicultural society. Due to the increase in multicultural families, the school enrollment of children from multicultural families has been on the rise every year, thus generating a lot of int...
Recently with globalization, Korean society is entering a multicultural society. Due to the increase in multicultural families, the school enrollment of children from multicultural families has been on the rise every year, thus generating a lot of interest in multicultural education.
Multicultural education is possible through various music in school music education. Therefore, researching music education from the viewpoint of multicultural education is meaningful attempt. Listening is a field of music education where you can easily experience multicultural characteristics. Therefore, it can be a valuable effort to compare areas of appreciation of music textbooks from the perspective of multicultural education. For 10 years from 2006 to 2015, listen section research was insufficient in the preceding study of multicultural education as a subject of master's thesis. so, for the development of multicultural music education, it is necessary to check the current status of music textbooks. Therefore, the purpose of this research was to analyze the diversity of music pieces in elementary school music textbooks to invigorate multicultural education.
The contents of the research first looked at the importance of listening section in the school education and music subjects. Second, we compared the goals of the 7th, 2007 and 2009 music curriculum with the changes and characteristics of the content system and looked at the flow of listening section. Third, the research extracted the listening section for the 7th, 2007, and 2009 music curriculum to examine the characteristics and changes of the target, content system, and achievement criteria of the listening section. Fourth, we looked at the concept and purpose of multicultural education in modern society, and fifth, we considered the need for multicultural music education. Sixth, I looked at the multicultural education in our elementary music education.The research method was conducted by literature research, I analyzed listening section of 12 textbooks of 3rd to 6th grade in terms of multicultural education.
The analysis results are as follows. First, in the comparative study of the continents, Europe>Asia>America ranked in the order. The sum of the music of Europe and Asia continent is 95.6%, and the music of the appreciation music of 12 elementary school music textbook is biased to Europe and Asia continent.
In a regional comparative research, Asian continents were ranked in order of Korea>Japan>China>Thailand. Korean music was 86.8%, which was distributed unequally.
On the continent of Europe, there were ranked in order of German > Austria > Italy > France > United Kingdom > Russia > Norway > Sweden = Spain = Belgium. There were 4 countries in Asia but 12 in Europe.
On the continent of American, there was distributed to the United States>Brazil. The United States accounted for 72.7%, Brazil accounted for 27.3%. This shows that music in the American continent is biased towards the United States.
The African and Oceania continents did not include the music.
Second, comparative study of musical instrument was distributed in order of wind musical instrument> string instrument> percussion instrument> keyboard instrument.
The difference between the wind instruments and the keyboard instruments was 40%, which was unevenly distributed.
Third, comparative research of the period, it was distributed in order of romantic age> traditional music> Korean traditional music> 20th century> classical> baroque.
The romantic era and traditional music combined were 68.8%, and were concentrated on the two periods, The rest of the various period was less than 10 %.
First, in the case of multicultural education, it is necessary to distribute the music of specific continents, countries, musical instruments and various periods more evenly.
Second, since the current distribution of multicultural families in Korean society is high in the percentage of multicultural families in Asian countries, the music of various Asian countries should be included according to the reality of Korean multicultural families.
Third, although it is important to include music of various continents, instruments, and times, it should include fusion music of new styles and genres that combines diversity at once.
Fourth, a teaching process should be developed to guide the appreciation area based on learning goals and contents that match the characteristics of multicultural music. Rather than utilizing the musical elements and learning materials of Western music, goals and lessons that meet the characteristics of multicultural music are needed.