ABSTRACT

This study aims to highlight the value of Korean traditional music and propose multicultural teaching and learning strategies for their effective application in international music education settings. Cheoyongmu, a court dance with a long history, rich traditions, and universal moral significance, was chosen as the focus. The study employs the three stages of multicultural music education outlined by Kim (2010). Specifically, the first step is to understand the socio-cultural context of Korea by exploring the behavior and meaning of Cheoyong in the legends and songs of the Silla Dynasty through Havruta learning. The second step examines the similarities and differences between the timbre, rhythm, melody, and vocal style of Western music and the Samhyun Yukgak ensemble, garak, jangdan, and traditional Korean royal vocal style in Cheoyongmu, following ’Common Elements Approach’. The third step involves students performing a short piece of Cheoyongmu and experiencing the integration of music, singing, and dance. This study introduces essential Korean musical works that are absent from international curricula and offers practical teaching methods to underscore the educational significance of Korean traditional music within a multicultural education framework.

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