Literature review reveals the potential of eco-literate music pedagogy in Korean education, suggesting pathways for ecological transformation.
Purpose: This study aims to explore a new possibility for Music Education from the perspective of Ecological Transformation Education by analyzing the philosophy and practices of D. Shevock’s Eco-Literate Music Pedagogy. Focusing on key philosophical elements, the study examines selected instructional cases and investigates their applicability within the context of Korean Music Education and the 2022 Revised Curriculum. Methods: This study analyzed the philosophical foundation of Shevock’s Eco-Literate Music Pedagogy through a literature review. As a result, five key elements were identified: more-than-human subjectivity, local identity, sense of place, diversity, and sustainability. In addition, to explore its applicability in the Korean educational context, four instructional cases proposed by Shevock were selected, categorized by activity area, and examined in relation to the national curriculum. Results: Shevock’s Eco-Literate Music Pedagogy demonstrates the practical potential of Music Education centered on ecological literacy. The selected cases align with performance, performance, listening, composition, and closely relate to the 2022 Revised Curriculum’s achievement standard considerations. The identified philosophical elements reflect the direction of Ecological Transformation Education, suggesting that music can foster ecological sensitivity and practical competence. Conclusion: This study confirms the potential of Eco-Literate Music Pedagogy in fostering ecological awareness and sustainable education. Further research is suggested on classroom application and teacher training programs.
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Park et al. (2025) studied this question.
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