ABSTRACT

This study aims to conduct a data-based integrated analysis of documents across all school levels from the 2022 Revised Music Curriculum and to interpret the curriculum’s semantic structures. To this end, the results of three text-mining analyses were integrated using a composite indicator approach to derive key words. The analysis identified 30 key words, including ‘assessment,’ ‘achievement,’ ‘utilization’, and ‘media’ were identified. When categorized by semantic domains, the 2022 Revised Music Curriculum was interpreted as comprising a curriculum implementation structure centered on assessment and achievement; a structure for expanding musical experiences through media and digital technologies; a structure for musical practice centered on daily life, culture, and society; and a distributed structure of competency concepts such as emotion, creativity, and agency. By interpreting the semantic structures formed by the key words derived through data-based analysis, this study presented an analytical framework that enables a more comprehensive understanding of the curriculum and suggested possibilities for methodological expansion in curriculum research.

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