An Exploration of High School Music Achievement Standards and Politically Supportive Instructional Strategies Based on Bloom’s Digital Taxonomy

This study aligns with the digital-based General School Education Innovation Policy, which promotes continuous improvements in digital education within classroom instruction to enhance digital literacy. Digital-based public education reform policies, have been consistently integrated into classroom instruction. Digital learning innovations and enhancements have been consistently implemented in classrooms in accordance with digital-based public education innovation policies. Previous research has identified a lack of case studies focusing on instruction, teaching, learning, and assessment practices that enhancing digital literacy through communication and collaborative learning in digital music classes. Compared to other subjects, digital classrooms require diverse teaching methods, learning strategies, instructional guides, and assessment practices that enhance digital literacy through collaborative learning and the use of communication tools. Furthermore, research on digital literacy development in high schools has been limited compared to that in elementary and middle schools. Therefore, further research on high school music and digital literacy is needed. The purpose of this study is to propose instruction for teaching, learning, and assessment practices that enhance digital literacy in accordance with music achievement standards relevant to digital literacy development. to digital literacy, particularly among high school students. To achieve this goal, this explored statements on high school music achievement standards related to digital literacy enhancing. It analyzed the extent to which these standards pertain to digital literacy development and explored how three digital specialist education experts connected these standards to digital literacy development. Based on Bloom's Digital Taxonomy, analyzed the extent to which these standards relate to digital literacy. The analysis of the extent to which high school music achievement standards relate to digital literacy, This paper interpreted the extent and characteristics of these standards and proposed. According to the relevance of high school music achievement standards to digital literacy enhancement, these standards contribute to digital literacy development and proposed ways to apply these findings. The presented case study was repeatedly cross-reviewed by three experts to determine whether it could foster digital literacy. This was followed by a content validation process, verifying its suitability. Suggestions were made for improvements in media & digital technology devices and politically supportive instructional strategies for addressing challenges. Should be improved and supported as digital tools EdTech for music education, serving as the politically supportive education and foundation for enhancing a digital ecosystem culture through music media and digital technology.