Abstract
The purpose of this conceptual work was to provide a theory of curricular change in music education. The author introduced a Model of Psychological Dimensions, and suggested how it might help the profession conceptualise the nexus between the individual and society. Identity as a manifestation of cultural psychology, and the role and characteristics of both perceptual and cultural worlds were presented. The idea of the selfhood of individuals was used as an analogy to the selfhood of music education. A metaphor of a rainstorm was used to help explain how the components of self, an understanding of ‘place’ and ‘space’, and knowledge of cultural creativity might guide theorisation in the area of curricular change. The author concluded the article by presenting a Conceptual Model of Change in Music Education, based on a model proposed by the author in previous work.
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