{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79668"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79668","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The History of Korean Music Education for Elementary Schools, 1945--1998","abstract":"Some conclusions were obtained through this study. First, from the Liberation (1945) to 1980s, the main objectives of Korean music education were musical skill and moral character development. Second, since the 1990s, remarkable changes have appeared: (a) Moral development as an aim of music education mostly disappeared; (b) New trends (e.g., Conceptual Approach, Comprehensive Musicianship, Music Education as an Aesthetic Education, Child-centered music education) have begun to be reflected in the music curriculum and textbooks; and (c) The Percentage of Korean traditional music (in textbooks) was increased during the 1980s and 1990s. Third, music educators' discussion on new theories and methods (especially of the United States) of the 1980s and 1990s were a very important factor for the change of the 1990s' music curriculum and textbooks. Fourth, during the 1990s, European methods (e.g., Off, Kodaly, and Dalcroze) have begun to be introduced as a more appropriate form, but the methods have not been reflected in the music curriculum and textbooks until now. Lastly, since 1945 until the 1980s, it seems to be very clear that each government had tried to control the curriculum (objectives and contents), and that music curriculum and textbooks were also influenced from the political interference.","abstract_html":"Some conclusions were obtained through this study. First, from the Liberation (1945) to 1980s, the main objectives of Korean music education were musical skill and moral character development. Second, since the 1990s, remarkable changes have appeared: (a) Moral development as an aim of music education mostly disappeared; (b) New trends (e.g., Conceptual Approach, Comprehensive Musicianship, Music Education as an Aesthetic Education, Child-centered music education) have begun to be reflected in the music curriculum and textbooks; and (c) The Percentage of Korean traditional music (in textbooks) was increased during the 1980s and 1990s. Third, music educators' discussion on new theories and methods (especially of the United States) of the 1980s and 1990s were a very important factor for the change of the 1990s' music curriculum and textbooks. Fourth, during the 1990s, European methods (e.g., Off, Kodaly, and Dalcroze) have begun to be introduced as a more appropriate form, but the methods have not been reflected in the music curriculum and textbooks until now. Lastly, since 1945 until the 1980s, it seems to be very clear that each government had tried to control the curriculum (objectives and contents), and that music curriculum and textbooks were also influenced from the political interference.","abstract_has_math":false,"creators":["Kwon, Doug-Won"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Grashel, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:52Z","date_published":"2015-09-25T19:52:52Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3044151"],"render_values":[{"text":"(MiAaPQ)AAI3044151","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79668","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Grashel, John"]},{"key":"dc:creator","label":"Author","values":["Kwon, Doug-Won"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:52Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79668","(MiAaPQ)AAI3044151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Some conclusions were obtained through this study. First, from the Liberation (1945) to 1980s, the main objectives of Korean music education were musical skill and moral character development. Second, since the 1990s, remarkable changes have appeared: (a) Moral development as an aim of music education mostly disappeared; (b) New trends (e.g., Conceptual Approach, Comprehensive Musicianship, Music Education as an Aesthetic Education, Child-centered music education) have begun to be reflected in the music curriculum and textbooks; and (c) The Percentage of Korean traditional music (in textbooks) was increased during the 1980s and 1990s. Third, music educators' discussion on new theories and methods (especially of the United States) of the 1980s and 1990s were a very important factor for the change of the 1990s' music curriculum and textbooks. Fourth, during the 1990s, European methods (e.g., Off, Kodaly, and Dalcroze) have begun to be introduced as a more appropriate form, but the methods have not been reflected in the music curriculum and textbooks until now. Lastly, since 1945 until the 1980s, it seems to be very clear that each government had tried to control the curriculum (objectives and contents), and that music curriculum and textbooks were also influenced from the political interference.","Made available in DSpace on 2015-09-25T19:52:52Z (GMT). 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First, from the Liberation (1945) to 1980s, the main objectives of Korean music education were musical skill and moral character development. Second, since the 1990s, remarkable changes have appeared: (a) Moral development as an aim of music education mostly disappeared; (b) New trends (e.g., Conceptual Approach, Comprehensive Musicianship, Music Education as an Aesthetic Education, Child-centered music education) have begun to be reflected in the music curriculum and textbooks; and (c) The Percentage of Korean traditional music (in textbooks) was increased during the 1980s and 1990s. Third, music educators' discussion on new theories and methods (especially of the United States) of the 1980s and 1990s were a very important factor for the change of the 1990s' music curriculum and textbooks. 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