ABSTRACT

This study suggests improvements through analyzing the description method and composition of western music history in music textbooks. For this purpose, this study has made a comparative analysis about the description methodbetween the historical/cultural background and musical features, and also about the periodization, years and the quantity of each era in 14 middle school music textbooks and 10 high school music textbooks based on the Revised Music Curriculum of 2015. After that, it has investigated the composition of western music history. As a result, it has been found that most of music textbooks are depending on the description type of texts, and also found that there are several ‘missing links’which have failed to connect each era. Furthermore,it is necessary to discuss about the correlation of learning goals with learning contents as well as the absence of chronological table of musical history and year mark. Thus, this study has suggested that music textbooks use more narrative type of texts, efficient use of illustrations in order to make effective education in music history and expects there to be more attention for the music history description to the multidisciplinary manner including contemporary musicas with recent trends of textbooks in the vocal section.

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