ABSTRACT

This study aims to compare and analyze the structural characteristics of multicultural competencies reflected in the middle school music curricula of Germany, France, and Korea. Official national curriculum documents were examined using a three-dimensional analytical framework encompassing cognitive, affective, and behavioral domains. The framework was constructed based on Bloom’s taxonomy of educational objectives while integrating Banks’s theory of multicultural education and Byram’s intercultural competence model. The findings revealed that the German curriculum emphasized an action-oriented integrated structure in which cultural understanding expanded into critical judgment and artistic transfer within a competency-level developmental system (A-H). The French curriculum demonstrated a parallel integration of cultural diversity and civic reflection, whereas the Korean curriculum primarily focused on a cognitive-centered structure emphasizing cultural understanding and the analysis of musical characteristics. These findings suggest that Korean middle school music education should move beyond a knowledge-centered approach and expand toward an integrated multicultural competency structure that includes intercultural reconstruction, identity reflection, and practical expression.

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