Exploring Implications from the Analysis of Music Textbooks for First- and Second-Grade Elementary Students in Taiwan and Germany

Since the implementation of the 4th National Curriculum, there has been no dedicated music subject for grades 1–2 in Korean elementary schools. During this period, teachers integrated music, art, and physical education within the “Joyful Life” interdisciplinary curriculum. However, since the 2009 curriculum, even this integrated approach has gradually diminished. This study aimed to analyze the curricula and textbooks for grades 1–2 in Taiwan, where music is taught as part of an integrated daily-life curriculum, and in Germany, where grades 1–2 have a required, independent music subject similar to Korea’s grades 3–4. The goal is to identify implications for the operation of music education in grades 1–2 and provide guidance for the development of future textbooks. The study results offer the following implications: First, thematic integration should ensure that students fully experience the unique characteristics of music and art. Second, essential skills for this stage including rhythm, melody, basic harmonies, as well as expressive, performance, and listening competencies should be presented in a balanced, stepwise manner. Third, activities combining movement, role play, and literary elements with music should be provided to provide diverse learning experiences. Fourth, the content and variety of activities appropriate for lower grades should be continuously researched. Moving forward, linking Taiwan’s and Germany’s grade 3–4 music curricula, along with analyses of other countries’ curricula and textbooks, can help establish a foundation for shaping the future direction of music education in Korea.