ABSTRACT

For convergence education in school, there should be a continuous attempt for genuine realizable convergence in consideration of students’ capability, instead of forced convergence by STEAM or development of a course model. For this, this study tried the followings: First, the curriculum and textbooks which are the basis of convergence were thoroughly examined, and there were great efforts to find any relevance among the subjects. Course planning based on each subject’s core concept and required learning elements is a critical clue for connection and realistic convergence among the contents. Second, diverse convergences among subjects were attempted to converge the analyzed contents focusing on the music course. If a specific concept or standard which can integrate subjects is suggested for convergence instead of the production and distribution of STEAM’s course model or program. Third, there was a search for a method to achieve the goals of converged subjects from a methodological aspect for music-centered convergence education. In music-centered convergence education, it should be continuously attempted to suggest convergence standard or concept, which would be helpful to teachers after searching for a practical method for school along with musical growth.

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