Rethinking the music curriculum theories: Towards an updated comprehensive student-centred approach

Abstract

This article reports a theoretical investigation on music curriculum and explores the factors that shape the practice of music education in terms of the official and other music curricula. We drew on relevant literature and explored four key aspects of the design and implementation of music curriculum: policy-making contexts, teaching practices, students’ practices and attitudes, and school contexts. Currently, music education research focuses on student-centredness as an important element in music practice. Embracing students’ various ways of musical engagement as well as their music identities promotes further development of their musical-social skills and enhances their interests. We suggest the development of an updated and comprehensive music curriculum which is student-centred and based on new musical literacies that respond to students’ daily musical needs and address the challenges of today’s social context. Our suggestion is encompassed in five core principles: 1) Getting to know our students, 2) Discussing the teaching-learning goals with our students, 3) Adapting to local conditions, 4) Bottom-up and top-down perspectives: Finding the balance through authentic classroom activities, and 5) Contextualising assessment. The article advocates for the effective use of all types of music curricula so that students become active, responsible and critical thinkers in their personal, social and musical lives.