ABSTRACT

This study aims to examine Korean traditional instrumental music education presented in music textbooks through a multidimensional analytical framework and to explore directions for its development in schools. As a research method, deductive content analysis based on a multidimensional analytical framework was employed. A total of 67 elementary and secondary music textbooks developed under the 2022 revised national music curriculum were analyzed using five analytical focuses: skill-centered, concept-centered, learner development, sociocultural context, and cultural identity. The results show that skill- and concept-centered instrumental activities were frequently repeated; however, opportunities for deeper learning and transfer were limited. In the sociocultural perspective, students’ experiences with traditional instruments were restricted, and regional representation was uneven. In addition, reflective activities to support cultural identity were insufficient. These findings suggest that current Korean traditional instrumental music education remains largely skill-oriented. This study highlights the need for a multidimensional approach to organizing educational content and provides foundational data for improving Korean traditional instrumental music education in schools.

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