ABSTRACT

This study examined preservice elementary teachers' beliefs toward elementary music instructional goals, and analyzed statistically whether there was a difference in beliefs according to grade and number of music classes taken. Participants(n=432) were asked to answer survey questions regarding elementary music instructional goals and the importance of music in elementary curriculum. According to the results, one person answered that music is the most important subject, and most participants answered that important elementary music goals were to develop self-expression and creativity. The belief in the overall elementary music instructional goals tended to be lower as the grade increased and the number of music subjects taken increased. With results, implications and suggestions for the development of music education and follow-up research were offered.

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