ABSTRACT

The main purpose of this study is to contribute to the reform of the music education and curriculum in Korean arts high schools through various analysis on the cases in Korea, the USA, Canada, the UK and Australia. 10 in all, respectively 2 arts high schools from Korea, the USA, Canada, the UK and Australia were selected, then the music curriculums of theirs were analyzed, and the followings show the conclusions. First, while Korea’s curriculum, especially focuses on the cultivation of artists, that of overseas countries tends to set up the educational purpose in multiple aspects such as holistic growth, environment emphasis, supply of the best education, equal education and expression of potential. Second, Korean schools generally tend to force the students to major in the instruments of classical music and the orchestra, whereas the specialties of jazz, music engineering and electronic music are also being highlighted by the schools in overseas countries. Third, the entrance process of Korean schools is basically comprised of application, practical test and the announcement. However, that of overseas schools tends to be comprised of interview, music or entrance exam, and two practical tests. Regarding the songs of the practical tests, Korean students perform a designated song or a free song they choose, foreign students, meanwhile, are asked to perform more than 2 free songs with contrasting styles. This indicates that the arts schools in overseas countries allow the right of the students to choose the songs. Fourth, overseas schools tend to offer relatively more various subjects to their students than Korean schools do. Also, they have some subjects for more experiences and detailed music theory.

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