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Korean Primary School Music Education During the Japanese

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Korean Primary School Music Education During the Japanese Korean Primary School Music Education during Japanese Colonial Rule (1910-1945) Author Kim, Jeong-Ha Published 2013 Thesis Type Thesis (PhD Doctorate) School Queensland Conservatorium DOI https://doi.org/10.25904/1912/2474 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367474 Griffith Research Online https://research-repository.griffith.edu.au Korean Primary School Music Education during Japanese Colonial Rule (1910–1945) Jeong-Ha Kim Queensland Conservatorium Arts, Education, Law Griffith University Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy May 2013 ABSTRACT After 500 years of stability in Korea under the Joseon Dynasty (1392–1910), the Japanese colonial occupation (1910–1945) brought about major changes to Korean society and resulted in a significant decline in Korean culture including music. Some Japanese apologists claim that through colonisation the colonised territories would have received developmental aid and economic benefits. This instantly raises some important questions in regard to music education in Korea. If the claim of colonial development were true, Korean primary music education could also have benefited from Japanese colonisation. The aim of this thesis is to examine the key characteristics of, and changes to, Korean music education under Japanese colonial rule. To analyse the effects of colonialism on Korean primary school music education, I have examined primary sources (music textbooks and education policy documents from that period) and scrutinised the intentions of colonial Korean music education through interviews with 42 eyewitnesses who attended primary school at the time, now aged between 75 and 90 years. Interview questions were also used as a basis for the analysis of school activities with musical content at primary schools. The interviews also focused on day-to-day school life, curriculum, and the impacts of colonial education on the pupils’ later life, degree of musical acculturation, and cultural identity. Under a newly established modernised school system controlled by the Japanese colonial government, the subject of music was introduced into Korean primary schools. This thesis argues that despite the fact that music only appears to be of marginal importance in the curriculum, it played a crucial role within the school system in supporting the aims of the colonial government. It was used to convert Korean school children into enthusiastic subjects of the Japanese Emperor. Also, eyewitnesses’ powerful testimonies on their primary school life and the feeling they get singing military songs of the time are evidence that music education primarily served political purposes. This thesis also shows that through Japanese musical acculturation in Korean primary schools, schoolchildren’s sense of cultural identity faded. The regaining of a sense of cultural identity is a slow process, even for succeeding generations in Korea today. ii Statement of Originality This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. Jeong-Ha Kim iii Table of Contents Abstract.............................................................................................................................ii Statement of Originality...................................................................................................iii Table of Contents.............................................................................................................iv Acknowledgements........................................................................................................xii INTRODUCTION...........................................................................................................1 Research questions......................................................................................................3 Significance of the study............................................................................................4 Presentation...................................................................................................................5 1. Orthography.........................................................................................................5 2. Scope and limitations...........................................................................................5 3. Coding.................................................................................................................6 4. Primary source documents...................................................................................6 Thesis outline.................................................................................................................6 CHAPTER 1 Literature review......................................................................................8 1.1 Western hegemonic views in ethnomusicology and cultural diversity in music education.................................................................................................................8 1.2 Colonialism......................................................................................................14 1.3 Musical acculturation......................................................................................17 1.4 Korean traditional music.................................................................................19 1.4.1 Characteristics of Korean music...............................................................20 1.4.2 Notation systems....................................................................................28 CHAPTER 2 Method....................................................................................................32 2.1 My position............................................................................................................32 2.1.1. Different field roles.....................................................................................33 2.1.2 Entering the field..........................................................................................34 2.2 Methodology..........................................................................................................37 2.2.1 Historical literature review...........................................................................37 2.2.2 Study of primary sources (music textbooks, educational policy documents).............................................................................................................38 iv 2.2.3 Interviews.....................................................................................................39 CHAPTER 3 A history of contact and colonialism...................................................43 3.1 Korea before Western contact...............................................................................45 3.2 Western encounters with Korea.............................................................................46 3.3 Korea’s exclusionism............................................................................................50 a) Distrust of Japan................................................................................................50 b) Christianity........................................................................................................52 3.4 Japanese expansionism..........................................................................................54 a) The Treaty of Ganghwa-do (1876)....................................................................54 b) The Gabo Reform (1894–96)...........................................................................55 3.5 Conclusion.............................................................................................................58 CHAPTER 4 Education before the Japanese colonial period (1880s– 1910)................................................................................................................................59 4.1 Historical considerations (1880–1910)...............................................60 4.1.1 The Education Protocol of 1895...................................................................61 4.1.2 Intensification of Japanese interference, 1906–1910...................................62 4.2 The schooling system............................................................................................63 4.2.1 Seodang (private informal schools or Confucian academies)......................64 4.2.2 Primary schools (Sohakgyo/Botong hakgyo)...............................................66 4.2.3 Private schools..............................................................................................67 a) Patriotic schools.............................................................................................68 b) Christian schools...........................................................................................69 4.2.4 Seodang vs. the new types of schools (Botong hakgyo)...............70 4.3 Music.....................................................................................................................70 4.3.1 Korean traditional music..............................................................................71 4.3.2 Western music..............................................................................................72 a) Church
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