Abstract
This paper is drawn from a study on music education in Jamaican post-primary institutions before the implementation of the new national curriculum for secondary music. The curriculum is central to a Reform of Secondary Education (ROSE) that began in the early 1990s. Drawing on questionnaire, observation and interview data. the paper examines curriculum content and practice in 14 schools in the capital city, Kingston. It also discusses teachers’ views on the status of the subject and on impediments to their own practice. The paper concludes that music in these post-primary schools does not differ substantially to music in primary schools, and that curricula being delivered in these schools differ considerably from that of the upcoming national curriculum. Overall, the paper highlights the many challenges to be met in implementing the national curriculum for music.
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