ABSTRACT

As global citizenship education becomes a new topic in education, art education is presented as an alternative method of developing citizenship beyond creative and emotional aspects. The purpose of this study is to suggest a method of music teaching·learning for global citizenship education. To this end, I would like to introduce Carnival Pedagogy, a teaching·learning theory. Carnival Pedagogy is similar to global citizenship education is pursuing in the point of dealing with discussions such as oppression, conflict, critical consciousness, resolution, change, and practice centered on culture and art activities. As a research method, the contents of the global citizenship education are compared with the main characteristics of the Carnival Pedagogy, and the common points are classified into three stages. Based on these results, this study is meaningful in that it is applied to the national music curriculum revised in 2015 to specify the learning stage, teaching·learning design process, and teaching·learning scenario that can be used in actual music class.

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