In this study, investigation of the music education course curriculum was performed through literature review and a survey for pre-service early childhood education teachers. A survey of 120 professors of the music curriculum in charge of early childhood education teacher training in university and college was carried out and data are statistically analyzed. The results show that all music education courses aimed to experiencing, understanding and enjoying musical activities. Music concepts of rhythm, tempo, dynamics, meter and melody are more frequently utilized than phrases, chords, form and quality of the expression. Scores of understanding and utilization of a comprehensive musical education are the highest, and scores of utilizing music educators and music education theory of Orff, Kodãly, Gordon, Suzuki, Montessori are lower less than 2.5 points. For educational contents, scores showed up in order of training new song and singing song, playing the rhythm instruments and instrument ensemble, and sound exploration and music appreciation. Understanding and utilization scores of music activity method training new song are the highest but understanding and utilization scores of music fairy tale and music theater are the lowest. Understanding and utilizing scores of integrated education method for music, the integrated music and art, the integrated music and other subjects are the highest, and the score of Gordon audiation is the lowest. For teaching method of music education course, scores showed up in order of theory lectures, practise workshops, demonstration teaching, audio-visual education. For teaching of music concepts, score of integrated teaching method in music activities is the highest and the case of do not teaching was 21.2 percent. A assignments score of music education courses are the highest in demonstration teaching planning and demonstration.
Ⅳ. 논의 및 결론