ABSTRACT

The purpose of this study is to compare the music curriculum of five countries in the world. The point of comparison is the word competence , the relationship between music competence and core competence, the relevance of music with the lowest content and core competence, and the sentence structure of curriculum contents. The conclusions of this study are as follows. First, the successful implementation of the competency - centered curriculum depends on clarifying the relationship between curriculum and core competencies. Second, when constructing music curriculum to cultivate core competencies, consideration should be given to ways to make use of the educational value of traditional music subjects. Third, it is necessary to clarify the functions of music competence which is presented in Korean music curriculum.

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