Education and Development in Korea

McGinnv, Noel F.; Snodgrass, Donald R.; Kim, Shin-Bok; Kim, Quee-Young; Kim, Yung Bong

doi:10.1163/9781684172238

Cited by 2 publications

(3 citation statements)

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“…31 See also Suh (1984) on nutrition and morbidity; Richardson and Kim (1986) on employment;and McGinn et al (1980) on education. According to UNICEF (1987a), Table 4, in 1985 South Korea had the fourth highest male literacy among all developing countries.…”

Section: Growth-mediated Security: the Case Of South Koreamentioning

confidence: 99%

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Hunger and Public Action

Drèze

Sen²

1991

437

368

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Section: Growth-mediated Security: the Case Of South Koreamentioning

confidence: 99%

“…39 See Suh (1984) and Kuznets (1988). 40 See McGinn et al (1980) and Amsden (1989). 41 This concern has been visible, for instance, in the promotion of a 'Work-conditioned Assistance Programme' (initiated in 1964) and in the provisions associated with the Livelihood Protection Act of 1961.…”

Section: Growth-mediated Security: the Case Of South Koreamentioning

confidence: 99%

Hunger and Public Action

Drèze

Sen²

1991

437

368

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“…They cited the singing-centered, teacher-centered and memorization-focused music education as weaknesses based upon the Japanese imperialistic system of education. Instead, they emphasized varied musical experiences, promoted a child-centered approach to music teaching and recommended the incorporation of music into daily life (Hanguk Cheongnyeon Munhwa Yeonguso, 1982;Korean Education Association, 1973;McGuin, Snodgrass, Kim, Kim, & Kim, 1980;Son, 1998). The first music curriculum, published in 1955, with its sensitivity toward student's developmental levels and its emphasis on self-expression and musical uses in daily life, was evidence of the growing influence of the American educational ideas.…”

Section: The First Music Curriculum and Textbooksmentioning

confidence: 99%

The history of Korean school music education

Choi¹

2007

International Journal of Music Education

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Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a historical and social context. During those 60 years, Korean school music education has changed considerably in response to the development of government, economy, culture and general education in Korean society. Music curricula and textbooks have been transformed seven times in response to changes in Korean public life. The most substantial changes may be summarized as follows: (1) as the political influence on music education lessened, educators deemphasized moral development and stressed the development of aesthetic perception and sensitivity; (2) the nation's economic growth contributed to the provision of adequate music programs; (3) as music education became more receptive to social changes, songs from continents and cultures other than Europe and the USA were included and the use of music technology in the classroom was encouraged; and (4) continuous efforts to encourage reverence for Korean traditions led to a significant increase in the percentage of traditional Korean music included in the curriculum.

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Education and Development in Korea

Cited by 2 publications

References 0 publications

Hunger and Public Action

Hunger and Public Action

The history of Korean school music education

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