Comparison of Music Learning Content in the 'Pleasant Life' Curriculum and Textbooks under the 2015 and 2022 Revised National Curriculum

As the 2022 revised curriculum was implemented, significant changes emerged in the content structure and textbook system of the elementary school integrated curriculum. This study aims to investigate how the "Pleasant Life" curriculum and the music learning content in elementary school textbooks impact music education. To this end, the study first compares the characteristics of the "Joyful Life" curriculum in the 2015 and 2022 revised curriculum. Second, the study analyzes in detail the characteristics of songs and music learning activities included in the integrated textbooks of both periods. Third, it identifies the challenges faced in music education for first and second-grade students within the integrated curriculum system and proposes improvement strategies to address these issues. The findings reveal that while the 2022 revised curriculum emphasizes teacher and student autonomy, it does not adequately support foundational music learning. Specifically, as the difficulty of songs in the textbooks increased and music activities decreased, students lacked sufficient opportunities for meaningful musical experiences. Therefore, to ensure effective music education for lower grades, music instruction should be delivered separately from integrated subjects, with a more systematic and developmentally appropriate approach. Additionally, there is a need to present musical scores in varied formats and include easier songs in textbooks. Improvements should also focus on designing music learning activities that align with the developmental stages of young learners, making musical concepts easier to understand and learn systematically.