This study aims to compare and analyze the implementations of traditional music education in the music curricula among Korea, Japan, China, and Hong Kong, specifically examine the ways traditional music education has been reflected in the curricula, and find some implications from the results. For those purposes, the study analyzed the traditional music contents independently presented in the music curricula instead of the entire curriculum itself.
Based on the comparison and analysis results among the four curricula, the following implications were obtained:
First, while Korea emphasized on the localization and autonomy of the curriculum in the introduction of the curriculum, Japan, China, and Hong Kong actively introduced throughout the music curriculum. Besides, Korea dealt with the characteristics of local music through folk songs and Sigimsae, but it was not done in the aspect of localization or autonomy. These findings demand Korean curriculum to identify and teach the various works that reflect local musical features in addition to the ones proposed by the national curriculum under "Teaching and Learning Methods" of the curriculum.
Second, the curricula presented multicultural music education closely connected to the understanding of traditional or folk music and specifically pointed out that it could influence the establishment of the right music values in Japan, China and Hong Kong. These findings indicate that Korea needs to provide specific directions for multicultural music education in the curriculum.
Finally, the curriculum offered concrete alternatives rather than abstract and declaratory presentations of nature and objective to emphasize traditional music education in Japan, China, and Hong Kong. That is, they provided various aspects including common teaching materials, procurement of instruments, percentage of teaching material content, instruments and scores and offered practical approaches for textbook publication and teaching and learning processes. From these facts, Korea expects that emphasize traditional music in a more specific and practical manner in the curriculum.