5 research outputs found
Analysis and Comparison of Appreciation Areas for Middle School Music Textbooks in Korea and China
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κ΅κ³Όμμλ μμΌλ‘ λ€λ₯Έ νλ¬Έ, μμ κ³Ό μ΅ν©νλ νμ΅μ΄ μΆκ°λλ κ²μ΄ λ°λμ§νλ€.In the music curriculum of Korea and China, the appreciation area is treated as a very important content area. In the meantime, there have been comparative studies related to music textbooks in Korea and China, but no papers have been found comparing the areas of appreciation. Therefore, this study aims to analyze and compare the appreciation areas of middle school music textbooks according to the 2015 revised music curriculum in Korea and middle school music textbooks according to China's 2011 compulsory education music curriculum standard.
This study will cover a total of six middle school music textbooks by Korea Future and Chunjae Textbook Publishers, Middle School Music 1, Music 2, and Chinese People's Music Publishers. First, the contents of the textbook composition and appreciation area of middle school music textbooks in Korea and China were analyzed. Next, the composition method of the music textbook appreciation area of both countries, the ratio of domestic and foreign appreciation songs, the type of performance, and different approaches of the same appreciation songs were compared.
The analysis results are as follows.
First, as a result of analyzing the structure of textbook composition and appreciation area of middle school music textbooks in Korea, Korean textbooks consisted of a total of two volumes, and each volume consisted of three areas: expression, appreciation, and daily life. In addition, the appreciation area was classified into the form of performance, music history, musical elements and concepts, and historical and cultural background, and the sanctioned songs were to be appreciated.
Second, as a result of analyzing the structure and the contents of the appreciation area of middle school music textbooks in China, Chinese textbooks consisted of two volumes for each grade, with a total of six books. Textbooks were divided into five units, and each unit was divided into singing, appreciation, knowledge and function, practice and creation, and learning evaluation, and the appreciation area occupied the most.
The main characteristic of all textbooks in China was that unit 1 consisted of patriotic songs, units 2 and 4 consisted of appreciation songs according to the type of performance, units 3 consisted of Chinese folk songs, and units 5 consisted of traditional Chinese music.
Third, as a result of comparing the composition of the music textbook appreciation area between Korea and China, Korean music textbooks were divided into various and distinctive sub-units, while Chinese textbooks were composed of the same standards every grade to give a sense of unity. The theme of the unit was the same, but it consisted of different sanctions. The contents of the learning activities of the Korean textbook's sanctions consisted of five types: Introduction to sanctions - Learning activities - Musical score - Knowledge and Concept - Evaluation, and in China, learning activities were conducted in two types: Musical score - Knowledge and Concept.
Fourth, as a result of comparing the ratio of domestic and foreign appreciation songs in the appreciation area of Korea and China, Korean textbooks have a large proportion of foreign music, especially Western music, but Chinese textbooks have a very high proportion of Chinese music.
Fifth, as a result of comparing the types of performances in the appreciation areas of Korea and China, both countries had the highest number of solo and chorus among instrumental music and vocal music. In the case of dramatic music, Korean textbooks had the highest proportion of operas, while Chinese textbooks had a large number of traditional Chinese music.
Sixth, different approaches of the same song among Korean and Chinese textbooks were compared, and it was common in both countries' textbooks that introduced the learning concepts related to the music score and composer. However, Korean textbooks have learning goals and learning activities for the song, but they were not in Chinese textbooks. In addition, the appreciation area of Chinese textbooks were characterized by the part of "practice and creation," which has evaluation part.
Based on the above analysis results, the following implications are provided.
First, it is suggested that Chinese music textbooks include more diverse and student-centered learning activities.
Second, in the appreciation area of Korean music textbooks, it is hoped that various appreciation songs from diverse region of the world will be included.
Third, it is desirable to add learning that converges with other subjects and arts to Chinese music textbooks in the future.β
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