ABSTRACT

This study aims to analyze the first- and second-grade Japanese elementary school music textbooks developed under the 2017 revised Japanese National Curriculum Guidelines, as well and classroom cases from aJapanese school in Seoul, in order to explore structural characteristics of music education and to draw implications for Korean education. The findings revealed that Japanese music education exhibits a systematic structure with developmentally sequenced musical concepts and practice-based instruction that reflects local traditional culture. It also emphasizes activity-centered teaching that integrates expression, appreciation, and composition, along with a gradual approach to music notation instruction. In particular, Japanese school lessons in Seoul showed a class flow based on play and physical activity that facilitated the natural internalization of musical concepts. Based on this analysis, the study suggests the necessity of separating the music subject from Korea’s integrated curriculum the early grades and recommends strengthening experiential pedagogy, expanding instrument- and tradition-based instruction, and designing developmentally appropriate music learning strategies.

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