Preface / 3

Chapter 1 Understanding the History of Music Education·········································9
1.
History of Korean Music Education ·································································11
2.
History of Western Music Education ·································································25

Chapter 2 Understanding the Philosophy of Music Education ··················································57
1.
The Importance of Music Education Philosophy ···········································59
2.
Musical Thought and Music Education ····························································64
3.
Philosophy of Education and Music Education ·····················71
4.
Aesthetic Perspectives and Music Education ·······················································80
5.
Reamer's Philosophy of Music Education ·············································86
6.
Eliot's Philosophy of Music Education ······························100

Chapter 3: Fundamentals of Music Education Psychology·········································119
1.
Learning Theory and Music Education ··························································121
2.
Music Psychology Theory ··································································136
3.
Music Education Psychology Theory ································································149

Chapter 4 Understanding Music and the Curriculum···································169
1.
Development of Music and Curriculum ·························································171
2.
2015 Music and Education Curriculum Structure ··································175
3.
Music and Curriculum Changes ············································201

Chapter 5 Understanding Music Teaching Methods··········································219
1.
Dalcroze Method ··················································221
2.
Kodaly's teaching method ··································································229
3.
Orff Approach ·······················································235
4.
Integrated Music Learning Stage Theory ·······································247
5.
Generative Music Pedagogy ································································252

Chapter 6 Designing Music Lessons ···················271
1.
Principles of Music Lesson Design ····························································273
2.
The process of designing a music lesson ····························································277

Chapter 7 Understanding Music Education Evaluation···················································289
1.
Principles and Methods of Music and Evaluation ·····································291
2.
Understanding Music and Performance Evaluation ·························································316

Chapter 8: Engineering Approaches to Music Education···································327
1.
A History of Technology in Music Education ···············330
2.
Music Education and Digital Media ········································331
3.
Music Education Using Technology ··································341

Chapter 9 Understanding Music and Class Scholarships ································································349
1.
The Need for Music Lesson Scholarships ···········································351
2.
Procedures for Music Lesson Scholarships ·······································································································357
3.
Observation and Analysis of Music Classes ·························································361
4.
Criteria for Music Teacher Evaluation ····························································368
5.
Understanding Music Lesson Consulting ·········································378

References / 383
Search / 396

The publication of the fifth edition can be summarized in two features.
First, five new authors have joined the effort.
The new authors are professors of music education who teach prospective teachers at various universities, each with their own area of ​​expertise.
The newly joined authors have thoroughly reviewed the existing content of this book and have participated in the work of supplementing any shortcomings, drawing on their professional knowledge and perspectives.


The fact that this book, "Fundamentals of Music Education," has nine authors indicates that it reflects a wide range of knowledge, experience, and perspectives on "music education theory."
The second feature is that it reflects recent changes in music education.
For example, in Chapter 2, I supplemented the content of 'Experiential Music Education Theory', which Bennett Rimmer recently summarized his philosophical position, and the content of 'Practical Music Education Theory', which David Elliott further elaborated in a book co-authored with Marisa Silverman.
For Chapter 3, explanations were added to make existing theories easier to understand, and additional learning application cases related to music development theory were presented.
And, the models, concepts, and types related to musical creativity, musical aptitude, and audition were revised and supplemented with the latest updates.
For Chapter 7, we added music standardization test content that can be used in accordance with the goals of music education evaluation.
In addition, the authors have tried to reflect recent changes and trends in music education in almost every aspect.