ABSTRACT

This study aims to critically diagnose the structural limitations of the 2022 revised integrated curriculum for music education and explore restructuring strategies to foster students' autonomous growth. Within the integrated curriculum system, music remains fragmented and irregular, thus preventing students from reaching experiences where they interpret and construct their own existence through music. Guided by this problem awareness, this study utilized the concept of musical agency as an analytical framework to diagnose deficiencies in the current curriculum. Musical agency refers to the practical ability of students to organize their senses and emotions through music, to express themselves, and form meaning within their relationship to the world. The research revealed that integrated studies possess five structural limitations: loss of opportunities for self-expression and identity formation, absence of self-regulation strategies, weakened self-efficacy, lack of collaborative activities, and disruption of experiential expansion. To overcome these limitations, this study proposes a curriculum restructuring plan that organically develops students' self-regulation strategies, musical self-efficacy, musical self-expression, collaborative musical activities, and the expansion of musical experiences. This research provides an opportunity to reflect anew on music education from the perspective of students' existential formation and life agency.

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