Analysis of the Repertoire in Middle School Music Textbooks According to the Changes in the Basic Curriculum for Special Education

Objectives This study aims to analyze whether music pieces reflecting a balanced variety of music types and elements have been selected as repertoire in music textbooks and to propose directions for developing high-quality music textbooks. Methods A total of 190 pieces from the music textbooks of the Basic Curriculum for Special Schools, spanning from the 7th Curriculum to the 2015 Revised Basic Curriculum for Special Education, were analyzed. To analyze the components, seven musical elements were divided into 15 sub-elements for detailed examination. Results The analysis of the repertoire revealed limitations in music type and imbalances or biases in musical concepts, as follows: First, in the timbre analysis, vocal music was predominant; in the rhythm analysis, most pieces were limited to 4/4 time; and in the melody analysis, major-key pieces were overwhelmingly represented. Second, in the harmony analysis, the majority of pieces were biased toward unison singing, lacking the concept of harmony. Additionally, pieces tended to focus on specific vocal forms such as binary and ternary forms. Third, in the analysis of tempo and dynamics, many pieces either lacked markings or used incorrect notations, with a significant proportion skewed toward moderate tempo. Conclusions To improve the internal structure of textbooks, it is suggested that the selection of repertoire should reflect a diverse and balanced range of music types and concepts. Concrete guidelines for this process should be established. Moreover, teaching adaptations should be applied in textbooks to enhance accessibility to musical concepts. To improve the external structure, it is recommended to strengthen the review process after textbook development and establish a continuous research and review system for textbooks.