Comparative analysis of competencies presented in OECD education 2030 and 2015 revised music curriculum: Focusing on the degree of reflection of competency

Park, Jihyun

doi:10.30775/kmes.48.4.161

Cited by 7 publications

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“…At the time of revision 2007 to 2015, Music in Daily life is presented as a separate content area. Furthermore in the 2022 revision curriculum, it was mentioned in all activity areas (expression, appreciation, and music creation) to cultivate 'musical competency' that can be demonstrated in daily lives (Kim, 2023, Requoted from pp.11-12;Park, 2023;Ministry of Education, 2022).…”

Section: Purpose Of the Studymentioning

confidence: 99%

영화음악에 대한 한국 음악교육 동향 분석

Kim

2024

Korean Music Education Society

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본 연구의 목적은 영화음악 교육 연구의 동향을 분석하고 향후 연구의 방향을 제안하는 데 있다. 2013년~2023년 8월까지 영화음악 교육에 해당하는 논문은 국내 석사학위논문 31편, KCI 학술논문 5편(총 36편)이 검색되었다. 분석 결과, 매년 9편 내의 논문이 발표되었고 연구 대상은 중고등학생에 집중되었다. 영화음악 활용의 목적은 기존 음악 이해(69.44%), 영화음악 이해(30.56%)로 2가지였다. 활용된 영화는 음악영화(47.22%)가 많고 일부 일반 극영화(11.56%,)가 있었다. 음악 활동은 이론 강의식 수업이 중심이 되는 감상(63.89%) 또는 간단한 음악 창작(33.33%)이 제시되었다. 교육학적 이론 및 교수학습 방법은 14편만이 적용되었고, 음악 및 영상 제작 프로그램은 7편에 활용되었다. 이에 따라 영화음악 자체에 대한 교육적 관심을 높이는 것이 중요하며, 영화음악의 기능과 역할을 교육하고 학생 주도의 활동을 중심으로 한 구체적이고 체계적인 음악 수업을 개발할 것을 제안하였다.

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Section: Purpose Of the Studymentioning

confidence: 99%

영화음악에 대한 한국 음악교육 동향 분석

Kim

2024

Korean Music Education Society

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“…The greatest contribution of competency education is the OECD's 'DeSeCo (Definition and Selection of Key Competencies' project), which was carried out from 1997 to 2003. Here, competency is defined as "knowledge, cognition, practical skills, attitudes, emotions, The ability to successfully solve complex needs by mobilizing various resources such as values" [13] and suggested nine most core competencies that school education should aim for. This project will have a major impact on education worldwide.…”

Section: Competency As the Goal Of The Big Ideamentioning

confidence: 99%

Exploring Big Idea-Based Content for School Music Education

Park¹

2023

APJCRI

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In a society with many changes, education aimed at fostering competency, which is based on big idea education. Accordingly, the purpose of this study is to extract the elements of big ideas in school music education and to present music education contents based on these big ideas. To achieve the research purpose, competency, which is the goal of the big idea, was examined, and the meaning, content, composition, and characteristics of competency were investigated. In addition, cases in other countries where music contents were composed based on big ideas were analyzed. These studies were conducted through the documentary research method and case study method, and the main results are as follows. First, the big idea of music education should be centered on methods and processes, connection and application, not specific content or knowledge. Second, how humans perform music, what the process is like, in what context humans make music, and what kind of musical experiences or expressions are the main issues of music big ideas. In the end, big ideas in music education should be presented in terms of music itself, people who perform music, and society/culture/context to which people and music belong.

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“…Many studies have been conducted on how music classes are conducted in elementary schools and have provided various implications (Park, 2019b;Min, 2020). Elementary school music learning emphasizes basic learning such as the formation of basic habit of music, formation of attitude to enjoy music, understanding of basic knowledge of music, and acquisition of basic functions of music.…”

Section: Background and Necessity Of Researchmentioning

confidence: 99%

Proposal of a Design Direction for a Music Curriculum Through Analysis of Korean Elementary School Students' Perceptions of the Goals, Contents, Methods, and Evaluations of Music Classes

Park¹

2022

JCT

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The curriculum must be structured at the level and perspective of the students because the it is for students' learning. In this regard, the purpose of this study is to propose a design direction for the elementary school music curriculum by analyzing the perceptions of elementary school students in grades 5-6 toward school music classes. For this purpose, observation, interview, and checklist methods were conducted for 16 elementary school students to analyze students' perceptions of the goals, contents, methods, and evaluations of school music classes. The learning attitude of the students participating in the school music class was observed for one month, and an interview was conducted in groups to collect the students' free thoughts about the music class. Then, a checklist method was implemented to check the contents and methods of things that should be emphasized or preferred in the music class. The recognition results of students are as follows. First, they wanted music classes that were closely related to their lives. Second, listening to music was preferred along with performing music. Third, they wanted to experience a variety of music genres. Fourth, they wanted a fun music class. Fifth, they wanted the class to be more active when using digital devices. In conclusion, it is necessary to organize all music areas to be connected to life, to experience various genres of music content, and to use more active and interesting methods such as digital. In addition, it was confirmed that the curriculum should be composed of music learning linked to life and various fields.

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Comparative analysis of competencies presented in OECD education 2030 and 2015 revised music curriculum: Focusing on the degree of reflection of competency

Cited by 7 publications

References 0 publications

영화음악에 대한 한국 음악교육 동향 분석

영화음악에 대한 한국 음악교육 동향 분석

Exploring Big Idea-Based Content for School Music Education

Proposal of a Design Direction for a Music Curriculum Through Analysis of Korean Elementary School Students' Perceptions of the Goals, Contents, Methods, and Evaluations of Music Classes

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