ABSTRACT

The purpose of this study is to compare and analyze performance activities in elementary school 3rd and 4th-grade music textbooks according to the 2022 Revised Music Curriculum. It aims to provide fundamental data for establishing effective support measures for the future application of the new curriculum. The research method involved a comparative analysis of seven different publishing companies' textbooks, focusing on achievement standards, musical elements, teaching-learning methods, and assessment approaches related to performance activities. The analysis revealed that all textbooks structured performance activities around basic musical elements and correct posture and technique. However, differences were observed in activity types and learning approaches. While some textbooks emphasized student-participatory activities, others focused on acquisition of performance skills and enhancement of musical expressive ability. Furthermore, assessment methods were generally presented with a focus on practical performance evaluation. Through this research process, the study aims to comprehensively present structural characteristics of instrumental performance activities. It also seeks to contribute basic information and practical resources for designing integrated and practical performance activities in elementary music education.

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