본 연구는 학교에서 실시되고 있는 음악예술교육프로그램의 현황과 문제점을 파악하고, 이에 대한 교사의 인식, 선호도 및 태도를 파악하는 것을 목적으로 하였다. 본 연구를 위하여 초·중등학교 교사 147명을 대상으로 설문조사를 하였다. 본 연구 분석 결과는 초·중등학생의 음악예술향수기회 확대를 위하여 국가교육과정에 기초한 음악예술교육프로그램 개발을 위한 기초자료로 활용하였다.

The purpose of this study was: 1) to examine the status of music education in schools, 2) to investigate the preference and attitudes of the music teachers with regard to musical arts programs, 3) to apply the musical arts program that can be used continuously as communication between school teachers and professional musicians and 4) to develop and implement the musical arts program and teaching strategies based on the national music curriculum. One hundred forty seven teachers of elementary and secondary schools responded a survey that designed questionnaire used to ascertain attitudes; musical activities needed for school music education; and the problems the teachers felt in current teaching practices. Most teachers highly agreed that music education improves students` creativity, imagination, and cooperation. The data revealed: 1) over the half of the current music education activities was musical performance; 2) people had low perception of the musical needs; 3) one third of the music education programs in schools was after-school programs; 4) most of the school music teachers would be willing to attend the future-developed musical arts program and 5) music mediators should be professional musicians who lead the musical arts programs with the regard to national curriculum. Based on the data, the results supported and clarified that perception regarding to music education should be changed. Although music educators agreed that music education helps social development as well as personal development, national (or provincial) office of education did not bolster up music educators` claims with curriculum and programs. Musical arts programs should be developed to provide enjoyment, not to cultivate professionals. For activating those programs, local society should join and utilize their resource. Musical arts program should take a role that makes up for weak points of the national curriculum. Music mediators should be cultivated professionally.