머리말 / 3
Chapter 1. 뉴질랜드 음악과 교육과정 ·····················································9
1. 뉴질랜드 교육의 개요 ····························································11
가. 학교제도 ······································································11
나. 교과체제 ······································································12
다. 학교 교육과정 총론 ··························································13
2. 뉴질랜드 예술 영역 및 음악과 교육과정 ········································17
가. 예술 영역 교육과정 ··························································17
나. 음악과 교육과정 ······························································18
3. 특징과 시사점 ·····································································44
가. 특징 ···········································································44
나. 시사점 ·········································································46
Chapter 2. 독일 음악과 교육과정 ····································
이 책에는 뉴질랜드, 독일, 미국, 영국, 일본, 캐나다, 핀란드, 싱가포르, 그리고 호주의 학교 음악 교육과정을 다루고 있습니다. 이 모든 나라들은 일찍부터 학교의 음악교육이 그 본연의 역할을 충실하게 감당하기 위하여 노력한 나라들입니다. 그들의 음악 교육과정을 분석해 보면, 그들이 각각 학교의 음악교육을 올바로, 그리고 영향력 있게 하기 위하여 많이 고민하고 노력한 것을 알 수 있습니다.
각 나라의 상황, 교육적 환경, 예술과 음악에 대한 국민들의 인식 등의 측면에서 차이는 있지만, 유치원에서 고등학교까지의 음악교육을 통하여 학생들과 국민들이 바람직하게 음악적인 성장을 이룰 수 있도록 하기 위하여 내용과 방법을 연구하고 체계적으로 제시하고자 하는 의도와 노력은 모두 동일하다고 말할 수 있습니다. 우리나라뿐 아니라, 다른 여러 나라의 전문가들이 만들어 놓은 이러한 음악 교육과정을 분석하여 우리나라에서도 반영할 수 있는 시사점을 추출해 내는 일은 매우 중요한 일이라고 볼 수 있습니다.
