ABSTRACT

This study examined the development of the Korean national music curriculum from the perspective of musical literacy to identify changes in its meaning and emphasis and to draw educational implications. The concept of musical literacy was reviewed and conceptualized into three layers: technical literacy, musical meaning-making literacy, and socio-cultural contextual literacy. National music curricula across curriculum periods were then analyzed through this framework. The analysis showed that, across successive curriculum revisions, musical literacy has gradually expanded and been reconfigured from technical literacy, centered on music notation and score reading, to musical meaning-making literacy, emphasizing the understanding and interpretation of musical structure, and further to socio-cultural contextual literacy, encompassing social participation, cultural understanding, and communication in digital environments. These changes were interpreted as related to the social and educational contexts of each curriculum period. This study proposes a multilayered conception of musical literacy in which the three layers operate complementarily and suggests that they should be organically interconnected in future music curriculum design, articulation across school levels, and classroom instruction and assessment.

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