ABSTRACT

This study aims to provide a foundational investigation into trends in Korean research on educational curriculum achievement standards within the context of music education. To achieve this objective, an examination was conducted on 28 academic papers and theses, exploring the theoretical background of achievement standards and the Standards Movement in the United States. The research findings indicate a prevalence of academic papers over theses in achievement standards-related research, with a significant focus on studies analyzing achievement standards. Literature review emerged as the predominant research method, and research was conducted more extensively in elementary, high school, and middle school levels, in that order. An analysis of the frequency of achievement standards revealed a uniform occurrence across most standards, excluding the 2009 revised curriculum. Consequently, it is deemed necessary to conduct research on achievement standards with diverse topics and methodologies. The study underscores the importance of exploring music education curriculum research using various achievement standards across elementary, middle, and high school levels.

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