An Analysis of Multicultural Music Repertoires in Middle School Music Textbooks Based on the 2 022 Revised Music Curriculum and a Study Regarding Metaverse-Based Teaching and Learning Strategies

Purpose: This study aimed to compare and analyze music textbooks from the 2022 revised curriculum to explore the current state and limitations of multicultural Music Education and suggest improvements. It examines how multicultural music is structured and taught in textbooks and proposes the use of Metaverse ZEP as an educational tool. Methods: The study analyzed music textbooks based on the 2022 revised music curriculum, focusing on multicultural music-related pieces, learning objectives, musical and multicultural content, and identified areas for improvement from the perspective of multicultural education. Results: There are differences in how multicultural music is presented in each textbook, with some focusing on specific cultures or lacking visual and experiential opportunities. Additionally, most education is centered around singing and listening, limiting student exploration and creativity. Conclusion: This study proposes a virtual experiential learning model using Metaverse ZEP to address the limitations of textbook-based multicultural music education. It enables students to experience music from various cultures immersively, enhancing their musical understanding and cultural communication skills.