Column
Gateway to Korea: Music, Arts, and Culture
Namhee Lim (Vallanee Leudtke Hayes Research Fellow, Michigan State University),
Patricia Campbell (Professor Emeritus, University of Washington)
For the last 70 years, South Korea has made remarkable advancements across its economy, science and technology, and culture. "In particular, the global rise of Korean popular culture, including K-pop, has garnered significant international attention, alongside a growing commitment among Koreans to rediscover and engage with their traditional cultural history and heritage." These achievements have greatly contributed to Korea's enhanced international standing and image. In the 21st century, Korea has emerged as a new cultural and economic leader on the global stage.
However, in many school curricula around the world, including in the United States, the cultural and historical knowledge about Korea, as well as understanding of Korea and its people, remains extremely limited. While some passionate educators have developed teaching materials, these efforts remain limited in effectiveness without the systematic academic development of pedagogical knowledge. Although scholars of Korean studies contribute to a deeper understanding of Korea across various fields, this knowledge must be restructured into educational resources to be effectively conveyed to educators in the field.
Dr. Namhee Lim, a music educator and researcher, and Dr. Patricia Shehan Campbell, founder of World Music Pedagogy, have actively promoted Korean music and culture through a range of projects and programs. These efforts include facilitating Samulnori master Kim Duk-Soo as a headlining artist-teacher in the World Music Pedagogy certification course (co-sponsored by the Smithsonian Institution and held at the University of Washington, Seattle), as well as organizing the symposium and 'Kim Duk-Soo and the Hanullim Concert' at the biennial meeting of the International Society for Music Education." They have co-authored and published scholarly articles on Korean music and music education in U.S. academic journals.
As part of these efforts, they were selected for the “Understanding Korea” initiative by the Academy of Korean Studies and systematically developed digital textbook content under the title "Gateway to Korea: Music, Arts, and Culture." Rather than providing a one-time educational resource, they created academically grounded educational materials that can be used by teachers, scholars, students, and the general public in diverse learning contexts of schools, communities, and universities. With expertise in music pedagogy and deep familiarity with both Korean culture and American educational contexts, the authors developed innovative and creative educational content from their unique perspectives.
Below is a summary of the main developments of the Gateway project:
However, in many school curricula around the world, including in the United States, the cultural and historical knowledge about Korea, as well as understanding of Korea and its people, remains extremely limited. While some passionate educators have developed teaching materials, these efforts remain limited in effectiveness without the systematic academic development of pedagogical knowledge. Although scholars of Korean studies contribute to a deeper understanding of Korea across various fields, this knowledge must be restructured into educational resources to be effectively conveyed to educators in the field.
Dr. Namhee Lim, a music educator and researcher, and Dr. Patricia Shehan Campbell, founder of World Music Pedagogy, have actively promoted Korean music and culture through a range of projects and programs. These efforts include facilitating Samulnori master Kim Duk-Soo as a headlining artist-teacher in the World Music Pedagogy certification course (co-sponsored by the Smithsonian Institution and held at the University of Washington, Seattle), as well as organizing the symposium and 'Kim Duk-Soo and the Hanullim Concert' at the biennial meeting of the International Society for Music Education." They have co-authored and published scholarly articles on Korean music and music education in U.S. academic journals.
As part of these efforts, they were selected for the “Understanding Korea” initiative by the Academy of Korean Studies and systematically developed digital textbook content under the title "Gateway to Korea: Music, Arts, and Culture." Rather than providing a one-time educational resource, they created academically grounded educational materials that can be used by teachers, scholars, students, and the general public in diverse learning contexts of schools, communities, and universities. With expertise in music pedagogy and deep familiarity with both Korean culture and American educational contexts, the authors developed innovative and creative educational content from their unique perspectives.
Below is a summary of the main developments of the Gateway project:
1. Integration of Artistic Depth and Pedagogy
By integrating the artistic richness of Korean music and culture with globally developed teaching methodologies, the curriculum enables learners of various ages and backgrounds to engage with Korean cultural heritage even in overseas classrooms. Some content is currently offered in both English and Korean, with plans to expand all content to bilingual formats.2. Development of Hands-on Teaching Tools
To make unfamiliar foreign cultures more approachable, user-friendly, hands-on, and minds-on teaching tools were created. These allow students to experience Korean music and culture through interaction and construct personal meaning from these experiences.3. Reframing the Aesthetic and Conceptual Foundations of Korean Music
The curriculum avoids applying Western musical standards to Korean music. For instance, rather than stating that Korean music “lacks harmony,” the materials highlight how Korean melodies express beauty through ornamentation (sikimsae). Animated educational materials illustrate this point. Additional resources include teaching about Jongmyo Jeryeak (royal ancestral ritual music) as a composite court art, allowing students to experience the deep ritual meanings and refined aesthetics of traditional Korean music and culture.
4. Arirang and Contemporary Creative Music
The well-known Korean song Arirang was reimagined using the symbolic Taegeuk motif to create animated visual scores that blend artistry with cultural symbolism. Students engage with these materials in a playful yet meaningful way. They are also encouraged to listen, dance, and paint murals inspired by “Tiger Is Coming,” a modern creative reinterpretation of traditional pansori by the band Leenalchi. An interview with Leenalchi shares insights into how traditional music can be creatively adapted into pop music for modern audiences, conveying the evolving language of Korean culture today.
5. Modern Interpretations of Folkways and Traditional Stories
Korea's deeply rooted folk culture is presented in ways that provide meaningful experiences for foreign teachers and students. Resources were developed around traditional tales such as the dokkaebi (goblin) story and The Tiger and the Dried Persimmon, along with cultural elements such as tteoksal (rice cake molds) that inscribe beauty into everyday foods, and a hanok-style dollhouse to convey the charm and warmth of traditional Korean architecture.
6. Introducing Korean Ways of Life and Foodways
A brief overview was provided of Korea's traditional philosophies—Confucianism and ceremonial practices—which remain deeply rooted to this day, with particular emphasis on the coming-of-age ceremony, a ritual intended to pass on the Korean spirit to growing students. Additionally, the characteristics of Korean food culture are introduced. Korean meals center around rice and are accompanied by a variety of ‘banchan’, reflecting the aesthetics of diversity and community. Unlike the Western concept of a “main dish,” the Korean table emphasizes harmonious co-existence of multiple components. The educational materials explain that rice cannot stand alone—it requires the presence of numerous ‘banchan’, which differ subtly from Western “side dishes.” These cultural nuances continue to be relevant in contemporary Korean life.
7. Establishing a Pedagogical Knowledge Framework and Global Collaboration
The goals of this project include building a pedagogical knowledge system about Korea, developing enriched educational resources, and conducting teacher training. A proposal for establishing a Korean Music Education Center at the University of Louisville (Kentucky, USA) is currently under review. Collaboration is also ongoing with institutions such as Stanford University’s Program on International and Cross-Cultural Education and UCLA’s Korean Music Center, which are reviewing developed materials. The curriculum is also being introduced at World Music Pedagogy summer institutes and discussed with the Association of Asian Studies. Plans are underway for teacher training in Greece and other international regions. Co-author Dr. Campbell has introduced this project as an exemplary model of educational stewardship of global cultural heritage in her keynote addresses at international conferences and continues to develop new educational theories grounded in this work.8. Linking Theory and Practice
Above all, the project aims to academically contribute to Korean studies by translating research and development into pedagogical knowledge. This project exemplifies theory-driven practice, bridging the gap between educational theory and real-world application to maximize learning outcomes. Considering modern students' modes of communication, the materials are designed to be visually engaging, concise, and focused on conveying essential meaning.9. Realizing “Koreaness” through Expert Collaboration
To embody the essence of “Koreaness,” the project primarily relied on primary sources. Long-term collaboration with master musician Kim Duk-Soo centered his perspective in Samulnori materials, while Leenalchi’s unique musical voice conveyed their identity. Expert assistance from Kim Young-sook, a Jongmyo Jeryeak dance transmission instructor, helped create high-quality materials. Maximum effort was made to reflect authentic Korean identity through collaboration with national institutions like the National Gugak Center and many professional experts. Special thanks go to all contributors.
10. Continued Development, Publication, and Teacher Training
Special thanks are extended to the Academy of Korean Studies for supporting this project. Their assistance laid a crucial foundation for future educational initiatives. To date, 11 lesson units have been developed. There are plans to expand further, publish the digital textbook (in website or other formats), and conduct both in-person and online professional development for teachers/scholars. Long-term support from organizations or foundations with shared interests will be key to sustaining the development of pedagogical knowledge, educational materials, and professional development for teachers/scholars in Korean studies.
