ABSTRACT

The purpose of this study is to explore elementary school teachers’ perceptions of the values that should be pursued through school music education, based on the value framework proposed by E. Jorgensen in Values and Music Education. The participants were seven graduate students majoring in music education at A University of Education, all of whom were elementary school teachers. After studying Jorgensen’s value framework in a Philosophy of Music Education course, participants completed a final assignment in which they selected three values that should be prioritized in elementary school music education and explained their reasons. Based on these assignments, the study conducted qualitative content analysis, focusing not on generalizing elementary teachers’ perceptions but on understanding the characteristics of how values in music education are perceived within a specific educational context. The findings revealed that teachers selected a total of eleven values, including open-mindedness, persistence, pleasure, and love. These findings indicate that teachers’ selection of values is closely related to their individual conceptions of music, and that the values of music education as perceived by the teachers can be categorized into four types: affective and relational experiences, attitudes toward music, growth through effort, and musical understanding and deepening.

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