This study aims to analyze the current status of music education within the 2022 revised integrated curriculum textbook Pleasant Life for first and second graders in elementary school and to propose effective, student-centered strategies for its implementation. Previous research has continuously pointed out that the music component in integrated subjects is organized thematically, lacking systematic instruction in musical elements and alignment with the formal music curriculum of grades 3 and 4. Furthermore, issues have been identified regarding the selection of songs that inadequately reflect students' developmental levels and musical experiences, errors in musical notation, limited use of various genres including traditional Korean music, and an overemphasis on singing activities. Field teachers have emphasized the need for strengthening the independence of music education, providing developmentally appropriate musical experiences, enhancing instructional expertise, and establishing a more robust support system for practical instruction. Based on textbook analysis and classroom cases, this study proposes specific improvements, including a systematic reorganization of songs and activities, clearer presentation of musical concepts, balanced inclusion of diverse musical genres, and expansion of integrated activities involving play and creative expression. It also discusses practical support measures such as enhanced teacher training, resource provision, and policy-level environmental support. Ultimately, this study underscores the necessity of creating an educational environment where young elementary students can meaningfully engage with music and cultivate musical competencies. The significance of this study lies in its proposal for restoring the intrinsic value of music education within integrated curricula and improving its quality.
Park et al. (Thu,) studied this question.