Volume 7 (1) 2026Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
UDC 373.3.015.31:78(519.5)“19/20”
PECULIARITIES OF PRIMARY EDUCATION AND MUSICAL AND AESTHETIC
EDUCATION IN THE CONDITIONS OF THE KOREAN WAR OF 1950-53.
RECOLLECTIONS OF WITNESSES AND NOTES ON THE COVER OF THE TEXTBOOK
Kim Oleksandr
PhD, deputy director Kharkiv lyceum No. 181
“Dyonsuri”
Kharkiv, Ukraine
email: kim.sungdai@yahoo.com
Tkachenko Maryna
Associate Professor of the Departament of Musical
H.S. Scovoroda Kharkiv National Pedagogical
University
Kharkiv, Ukraine
email: marusyatka@ukr.net
Purpose of the study: to search the conditions of primary and secondary education organization,
including concerning a subject «Music» during the Korean war.
Objects of research: The memoirs of the eyewitnesses, list and analysis of some songs submitted in the
textbook of music for primary school of a sample of 1950, including notes of the schoolboy on a cover of the
textbook. The circumstances of the Korean War of 1950-53 and the features of primary education, including
musical and aesthetic education, have been almost not studied in the scientic literature in Ukraine. The
content of government directives and the list of topics in school programs are mainly highlighted. In view of
this, it is important to study living witnesses of the events, analyze texts in textbooks, as well as the conditions
for implementing the educational process.
Results: The memories of witnesses of the rst days of the Korean War, the features of school classes
«in the open air» were studied. The list of songs in the 1950 music textbook was analyzed. The lyrics of some
songs were given. The facts from history, reected in the student’s notes on the cover of the textbook, were
studied.
Conclusions: The state and civil society in the conditions of a brutal war demonstrated resilience and
cohesion in ensuring the educational process. It is advisable to further study this experience in detail.
Keywords: Korean War, primary education, musical and aesthetic education, textbook, eyewitness
accounts, reintegration
Кім Олександр
доктор філософії, заступник директора
Харківського ліцею № 181 «Дьонсурі»,
Харків, Україна
email: kim.sungdai@yahoo.com
Ткаченко Марина
кандидат педагогічних наук, доцент кафедри
музичного мистецтва, Харківський національ-
ний педагогічний університет імені Г.С. Сково-
роди, Харків, Україна
email: marusyatka@ukr.net
DOI https://doi.org/10.34142/27091805.2026.7.01.03
24
This work is licensed under a Creative Commons Attribution
4.0 International
25
Kim Oleksandr & Tkachenko Maryna
Professional Art Education Volume 7 (1) 2026
Scientic Journal
ОСОБЛИВОСТІ ПОЧАТКОВОЇ ОСВІТИ І МУЗИЧНО-ЕСТЕТИЧНОГО ВИХОВАННЯ В
УМОВАХ КОРЕЙСЬКОЇ ВІЙНИ 1950-53 РОКІВ. СПОГАДИ СВІДКІВ І ЗАПИСИ
НА ОБКЛАДИНЦІ ПІДРУЧНИКА
Мета дослідження: розглянути умови організації початкової та середньої освіти, зокрема
щодо предмета «Музика» під час Корейської війни.
Об’єкти дослідження: спогади очевидців, список та аналіз деяких пісень, поданих у підруч-
нику музики для початкової школи зразка 1950 року, включаючи нотатки школяра на обкладин-
ці підручника. Обставини корейської війни 1950-53 років і особливості здійснення початкової
освіти включно з музично-естетичним вихованням майже не досліджені у науковій літературі в
Україні. Висвітлено головним чином зміст урядових директив і переліку тем у шкільних програ-
мах. Зважаючи на це важливим є дослідження живих свідків подій, аналіз текстів у підручниках,
а також умов реалізації навчально-виховного процесу.
Результати: Досліджено спогади свідків перших днів корейської війни, особливостей
шкільних занять «просто неба». Проаналізовано перелік пісень у підручнику з музики зразка
1950 року. Наведено тексти деяких пісень. Досліджено факти з історії, відображені у записах учня
на обкладинці підручника.
Висновки: Держава і громадянське суспільство в умовах жорстокої війни задемонстрували
стійкість і згуртованість у забезпеченні освітнього процесу. Є доцільним подальше детальне вив-
чення цього досвіду з огляду, у тому числі, на поточну ситуацію в Україні.
Ключові слова: Корейська війна, початкова освіта, музично-естетичне виховання, підруч-
ник, спогади свідків, реінтеграція
Statement of the problem and its connection
with important scientic and practical tasks. The
Korean war 1950-1955 years has appeared one of
most destructive in XX century. Its consequence has
appeared damage put not only politics, economy,
economy and culture, but also and education, rst
of all – school.
Hardly begun after a nding of independence
the reform of primary and secondary school was
interrupted as a result of temporary occupation
almost of all territory of Republic, destruction and
appeal on front of the teachers, absence of school
rooms and deciency of the textbooks. Government
and the bodies of local self-management of Republic
Korea carried out measures on the prompt renewal
of educational process with use of all accessible
methods and means.
So the experience of organization and contents
of school education in South Korea in conditions of
war deserves study and introduction of its separate
elements in Ukraine.
Analysis of key research and publications.
The primary and secondary education in Republic
Korea in conditions of the Korean war in the
scientic literature of Ukraine is submitted only in
the several publications and, as for example in (Kim
O.O., 2021) and (Sahan H. & Trofymchenko A., 2020),
contains mainly information on the normative
documents and brief description of measures on
realization of the tasks, put in them. There is no
detailed analysis of the contents of the textbooks,
participation of various layers of the population
in training the schoolchildren, description of
conditions and situation.
Formulation of the article’s aims and
objectives. The purpose of this study is to search
the conditions of primary and secondary education
organization, including concerning a subject «Music»
during the Korean war. Objects of research are the
memoirs of the eyewitnesses, list and analysis of
some songs submitted in the textbook of music for
primary school of a sample of 1950, including notes
of the schoolboy on a cover of the textbook.
Presentation of the main material. The
26
Кім Олександр & Ткаченко Марина
Volume 7 (1) 2026Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
Korean War caused tremendous human, material,
and psychological damage to Koreans and the
aftermath continues to this day. At the same time,
we must also examine the lives of the people who
lived through the Korean War. Even during the war,
people had to live their daily lives. The students
had to go to school. Even while battles were raging
everywhere, Koreans established schools and held
classes in their refugees.
Case 1. Baemyeong High School (배명고)
Even when the Korean War broke out, strong
instructions were issued at Baemyeong School for
students to attend school and participate in classes
as usual. However, starting around 5:00 PM on June
27, bombs falling and exploding in the direction
of Miari (미아리) in Seongbuk-gu (성북구) became
clearly visible to the naked eye. Unable to continue
classes under these circumstances, students were
sent home, and only the teachers remained to
observe the situation and clean up the aftermath.
Around 7:00 PM, news arrived that North Korean
troops were entering through Miari Pass in
Seongbuk-dong.
Finally, on June 28, the streets of Seoul turned
red, becoming a land ruled by the army; it was truly
a lamentable state of affairs. How could the world
change like this in just a few days? During the North
Korean troops’ entry into Seoul on June 28, bombs
were dropped from North Korean ghter jets,
causing the schoolyard to sink deep like a pond and
shattering most of the classroom windows. Already
at 8 a.m. the next day, a meeting was held at the
Wangsimni Gwangmu Theater 왕십리 광무극장 (in
front of the school), and the People’s Committee was
organized.
Case 2. Gyeonggi High School (경기고). Even on
the day following the news that the North Korean
army had launched an invasion of the South on
Sunday, June 25, 1950, our school was conducting
normal classes with all students present. Classes
continued until the 27th due to a lack of instructions
from the authorities, but as the war situation became
critical, the sound of artillery re grew closer. This
was because the North Korean army had invaded as
far as the vicinity of Chang-dong (창동). When the
second period ended on that day, the authorities
issued an order for an indenite school closure.
This marked the last class held before the Korean
War. On the 28th, the North Korean army, having
occupied Seoul. Only two or three teachers managed
to evacuate to Busan, while most had to endure a life
of hardship in Seoul for about three months starting
from that time (Gim Sanghun, 2023).
For three months following the invasion of the
South by the North Korean puppet forces on June 25,
the capital city of Seoul was extremely due to their
blatant acts of robbery and the desperate destructive
acts (Fig. 1) during the September 28 evacuation.
Fig. 1. Scene (1950) of war damage in residential section of Seoul, Korea
27
Kim Oleksandr & Tkachenko Maryna
Professional Art Education Volume 7 (1) 2026
Scientic Journal
Director of the Seoul Metropolitan Government
Education Bureau addressed to the directors of
schools with the application: «Recognizing that
the desolation is truly indescribable and that our
greatest task today is to restore the nation from
destruction to construction and from chaos to
peace by demonstrating the excellence of a people
with abundant resilience in the face of such trials,
I request that you thoroughly implement the
following measures so that educators may play a
pioneering role in the restoration of all order. The
instructions below are: School Status Survey Report;
Security and protection of school buildings and
facilities; Preparing for the start of the school year
(Gim Sanghun, 2023).
In response to the state of war, the War
Countermeasures Committee was organized.
Students evacuated in a straight line to the evacuation
site. Measures were taken to have evacuation
teachers register with the evacuation province and
be assigned as instructors to schools accommodating
evacuee students. Due to the destruction of most of
schools, the creation of correspondence and radio
schools was initiated: as a result of the Korean War,
the territory of South Korea was a complete ruin,
and radio lessons «in the open air» (Fig. 2, 3) over
a large area were the only means of at least partial
implementation of the curriculum; with regard to
musical and aesthetic education, in the absence of
mass use of sound recording reproduction devices,
this was the only possibility of demonstrating
musical works.
Fig. 2. Children who studied in military schools on the streets of Seoul
during the war. Photographed on June 5, 1953 by Warren Lee, a war
reporter (Kim O.O., 2021)
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Кім Олександр & Ткаченко Марина
Volume 7 (1) 2026Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
Even in the most awful winter, when hundred thousand people the colds and illnesses were lost for
famine, government of Southern Korea and have found a way to continue training many children. In a
countryside the schoolboys continued study under boards established on wooden poles, and were engaged
together, using the bound paper books (O Seongcheol, 2020).
Intensication of measures to preserve and develop national norms in education was carried out with
the aim of restoring the national artistic potential. One of the tasks of musical and aesthetic education was
to encourage evacuee students from both South and North Korea to attend school. Despite limited resources,
the government of the Republic of Korea nanced the production of new textbooks for elementary schools.
Fig. 3. Exhibits that recreate outdoor lessons during and immediately
after the Korean War (Kim O.O., 2021)
Fig. 4. Music Textbook for Primary School (Kim O.O., 2021)
29
Kim Oleksandr & Tkachenko Maryna
Professional Art Education Volume 7 (1) 2026
Scientic Journal
In conditions of military time the essentially new
politics directed on failure (refusal) of traditional
formal education and a concentration of attention
on practical training was developed. Accordingly,
the job above the new textbook of military time
was conducted. In the meantime, as a temporary
measure, were issued and textbooks, delivered to
the pupil, of an old sample (Gim Sanghun, 2023).
Our attention was attracted with the fact, that
shown on Fig. 4 copies of the textbook was exposed
on-line auction ‘Kobay’. We have assumed, that the
collection interest is connected to records, which are
made by a hand of the schoolboy on the rst page of
a cover. Usual in such cases the conclusion about the
negligent relation is unfair, as the named already
deciency of notebooks forced to use any possible
opportunities. For example, in our native Kharkiv
of lessons at schools have begun on September
1, 1943 all in one week after its liberation of
German occupation. Behind notebooks absence the
schoolboys made them of the old newspapers and
wrote between the lines (Rybalchenko R.K., 2006).
The typographical text on a cover means: 국
민학교 음악 교과서 – textbook of music for primary
school; 문교부 인정 – authorized by Ministry of
education. The records of the schoolboy on a cover
mean: 교안저 – education plan; 저의 노래책 – my
collection of songs; 송인구 – Song In-gu (name).
The rst assumption was, what is it schoolboy
has written down the name. But text on a cover (
교부 인정), can be translated as « the recognition
of ancestors «, «the recognition of the fathers»
and often in Korea is used to the Korean christian
churches pastors.
The search in the Internet on key words «pastor
Song In-gu» has shown presence of tens links really
devoted to well known in Korea pastor Song In-gu
(1922-1997). For example:
- When Rev. Song In-gu was a child, Ms. Park
No-hwan (later a senior deaconess at Changwon
Guksa Presbyterian Church), who was like an aunt
to him, often carried him on her back. Every time,
she would always say, “Please let my baby grow up
to be a pastor.” (Seong-gyeol sinmun 08-23 10:27).
- Rev. Song In-gu Appointed as Senior Pastor, June
30, 1992 (Song-ingu mogsanim wonlomogsachudae).
- In 1949, while Park Jong-man was in his second
year of seminary, he was appointed to Songjeong
Church in Cheongju when Evangelist Song In-gu
took up the post. At his rst ministry, he prayed
and evangelized diligently, and within a year, the
congregation grew from 20 to 60 believers. Soon
after, he received a call to Yongjeong Presbyterian
Church in Cheongwon County and took up the post
there. He studied in Seoul from Tuesday to Friday,
came down on Saturday to visit parishioners, and
preached on Sunday. It was April 1950 (Hangug
sing-gyeolsinmun: 2026-04-18 13:55).
Last citation relates already to the period of
the Korean war and testies to the vigorous activity
of Song In-gu in entire free territory of Republic.
Thus, from the moment of occurrence of the rst
christian churches in Korea their activity did not
concern only to religion. Under the inuence of
Christianity, starting from the late 19th and early
20th centuries, signicant changes took place in the
Korean educational system, including musical and
aesthetic education, and it was they who became the
basis for the formation of the modern structure of
the educational system in the Republic of Korea.
Many christian schools were created which
together with private schools were alternative to
ocial ones during the Japanese occupation down
to liberation in 1945. The activity of christian church
in Republic during the Korean war also of volonyeer
feature.
The table of contents of the Music Textbook
in Fig. 4. shows a list of songs: 1: 애국가 (National
Anthem); 2: 조국의 노래 (Song of the Motherland);
3: 가이의 딜밤 (Autumn Chestnuts); 4: 하이킹의 노
래 (Camping Song); 5: 귀뚜라미 (Cricket); 6: 소년라
의 노래 (Song for a Boy); 7: 고드름 (Icicle); 8: 산 새
(Mountain Bird); 9: 장하다 우리국군 (Our Wonderful
Army); 10: 바이의 을이의 (Fatherly Grace); 11: 이순신
오는 (I Song-shin is the Great, in 1597 Admiral I Song-
shin performed a miracle by destroying the Japanese
army in Myeongnyang) (Seolminseog, 2017); 12: 봄
이 왔어요 (Spring has come); 13: 보름달 (Full Moon);
14: 우리 국군 (Our Armed Forces); 15: 새 떼 (Flock
of Birds); 16: 즐고 공일날 (Happy Holidays); 17: 백
노래 (Boat Song); 18: 태극기 (Flag of the Republic of
Korea); 19: 놀부와 흥부 (Nolbu and Hingbu, Song of
Two Brothers); 20: 후리는 시리 (Clouds are Floating);
21: 새해의 노래 (New Year’s Song); 22: 일절 노래
(March 1st Song: About Independence); 23: 광복절 노
래 (Liberation Day Song); 24: 개천절 노래 (Song about
the National Day – a public holiday on October 3 – the
legendary date of the formation of the rst Korean
state Gojoseon (고조선) in 2333 BC); 25: 한글의 노래
(Song about Hangul – the Korean alphabet); 26: 선용
식 노래 (Graduate Song); 27: 운동희 노래 (Song about
30
Кім Олександр & Ткаченко Марина
Volume 7 (1) 2026Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
sports).
Is of interest of such two songs from the
textbook:
태극기 (Taegeukgi, 2026)
태극기가 바람에 펄럭입니다.
하늘높이 아름답게 펄럭입니다.
태극기가 힘차게 펄럭입니다.
마을마다 집집마다 펄럭입니다.
(Taegeukgi – the ag of Republik of Korea
The Taegeukgi utters in the wind.
It utters beautifully high in the sky.
The Taegeukgi utters vigorously.
It utters in every village and in every house.)
조국찬가 (Jogugchanga, 2026)
1절
동방의 아름다운 대한민국 나의 조국
반만년 역사 위에 찬란하다 우리 문화
오곡백과 풍성한 금수강산 옥토 낙원
완전 통일 이루어 영원한 자유 평화
2절
꽃피는 마을마다 고기 잡는 해변마다
공장에서 광산에서 생산 경쟁 높은 기세
푸르른 저 거리엔 재건(경제) 부흥 노랫소리
늠름하게 나가는 새 세기의 젊은 세대
후렴
태극기 휘날리며 벅차게 노래 불러
자유 대한 나의 조국 길이 빛내리라
(Homeland Anthem)
Verse 1
The beautiful Republic of Korea of the East, my
homeland
Our culture shines brilliantly upon a history of
ve millennia
Odo’s Paradise on Mount Geumsugansan, rich
in ve grains
Achieve complete unication for eternal
freedom and peace
Verse 2
In every blooming village and every shing
beach
High momentum of production competition in
factories and mines
Songs of reconstruction (economic) revival in
those green streets
The young generation of the new century
marching forward with dignity
Chorus
Singing with overwhelming emotion while
waving the Taegeukgi
My free homeland, Korea, shall shine forever)
Even in conditions of war in Republic was
saved inherent to Concoan philosophy and
christian doctrine restraint and tolerance. Let’s
pay attention, for example, to Verse 1 last line of
the Homeland Anthem, demonstrating hope for
the future peacefull reunication of a native land.
Also Song about the National Day is present under
number 24 in the above mentioned list, which and
now is traditional in both Korean states.
Similar restraint and tolerance are appreciable
as well in thr movies of Republic, as for example:
«Joint security area» and «Taegeukgi», which name
coincides with the name above mentioned song.
During many decades after achievement
of armistice Koreans in Republic save hope
on reunication. Thus the most advanced
representatives of intelligency and the cultures
expect not only prospect, but also problems,
connected to reintegration of North in view of
prevailing there now ideology and propagation,
what can be seen for example in remark of Jeong
Myeong-bok (정명복) on experience of her job with
the students from different cultural groups: «I was
ustered when the section regarding the Chinese
Communist Army’s participation came up during
a lesson explaining the Korean War in relation to
Korean history.» Teacher Jeong stated that although
he strives to teach as objectively as possible, he
worries that some multicultural students might
be hurt whenever such sensitive topics arise.
Furthermore, teachers say they handle content
regarding foreign workers with particular caution
when it appears in textbooks. This is because
students might suddenly realize that their own
parents face discrimination when they encounter
such sections (Min Gyeonghun, 2013).
Conclusions. The organization and realization
of training of the schoolchildren in Republic of Korea
in conditions of the Korean war was one of priority
tasks of Government and local authority bodies. The
eld schools, school in refuges were created. The
mass evacuation of the schoolboys from temporarily
оккупированных of areas was organized. The
signicant attention in the school program was
31
Kim Oleksandr & Tkachenko Maryna
Professional Art Education Volume 7 (1) 2026
Scientic Journal
given to a subject «Music». Were republished дово-
енные, and then the new textbooks of music for an
elementary school are issued. Alongside with a state
hymn, songs glorifying the heroes of an antiquity
and present, issued songs ciollections contained also
songs equally recognized in both half of Korea, and
in hope on peace reunication of a native land in
the future. The active participation in educational
process was accepted also by the gures of christian
church in Korea, continuing traditions of the rst
missionaries-christians.
Not leaving hopes on peace воссоединение of
the country, the advanced intelligency realizes thus
as well problems, which can arise at reintagration of
the inhabitants of Northern Korea in a democratic
civil society.
Future research directions. Prospects for further
research lie in the further study of experience of
realization of tasks of primary education in Korea in
conditions of war and introduction of its elements in
education in Ukraine. The inclusion of the detailed
unit devoted to events of the Korean war, including
to process of training at schools in the program of a
subject «History» can appeared to be useful.
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32
Кім Олександр & Ткаченко Марина
Volume 7 (1) 2026Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
СПИСОК ЛІТЕРАТУРИ
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Hangugchodeung-gyoyug je31gwonje1ho. 18 jjog [An Essay on the Educational Impact of the Korean War. The
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Авторські внески згідно з CRediT
Кім Олександр – збір матеріалів, систематизація даних, написання основного тексту
Ткаченко Марина – концептуалізація, методологія, аналіз джерел, редагування та доопрацювання рукопису.
Фінансування / Funding
Дослідження виконано без фінансової підтримки.
Використання Штучного Інтелекту / Use of Articial Intelligence
Автори стверджують, що при створенні цієї статті вони не використовували технології штучного інтелекту
Конфлікт інтересів / Conict of Interest
Автори заявляють про відсутність конфлікту інтересів щодо цього дослідження, включаючи фінансові, осо-
бисті, авторські чи будь-які інші, які могли б вплинути на дослідження, а також на результати, представлені в
цій статті.
Надійшла до редакції / Received: 09.03.2026
Прорецензовано / Peer-reviewed: 17.03.2026
Рекомендовано до друку / Accepted: 21.04.2026