ABSTRACT

The purpose of this study is to dialectically examine the direction of knowledge education for cultivating musical competencies in the practice of the music curriculum. This is based on a review of the ‘powerful knowledge’ in music education, which is centered on the ‘concept-based curriculum’ by Graham McPhail. To this end, the powerful knowledge based on social realism and the powerful knowledge in music education were reviewed, and then a critical review was then attempted focusing on issues related to the contextuality of musical knowledge, the universality of musical concepts, and the nature of musical knowledge to draw conclusions dialectically. As a direction for knowledge education for cultivating musical competencies, following were proposed: the balance between context-independent musical knowledge and context-dependent musical knowledge, the importance of the concept of Korean traditional music in the context of Korea, the presentation of meta-concepts considering the universality and specificity of music, and the balance between conceptual musical knowledge and procedural musical knowledge.

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