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Action, Criticism & Theory for Music Education

Page 16 of 28


facilitating the development of music; (2) an increase of performances and (3) career prospects in music; (4) the encouragement of new works by local composers; (5) the provision of awards and other forms of recognition for outstanding achievement in music; and (6) the broadcast of more television and radio programmes involving traditional, classical, and contemporary music. All of these will entail a high degree of collaboration among government and public agencies.

Education at Different Levels The shared and concerted effort of all levels of education is imperative for the development of education in music. Tertiary education is significant because of its direct impact on the education of pre-service and in-service music teachers. Secondary education should be supported by a strong foundation of early childhood and primary education.

At the tertiary level, there are four major issues. First, there is a need for a balance of local, national, and global music, between academic and practical knowledge, and between the teaching of the subject matter per se and the teaching of methodologies appropriate to its presentation in a school context. Second, in order to attract outstanding and talented students in music to study at the tertiary level, admission policy should be flexible enough to accept these students even if their academic achievement is below that normally required. Thus, scholarships and awards could be offered to attract talented students to the music teaching profession. Third, academics in tertiary institutions need to prepare suitable materials for publication for use by school students and teachers. Lastly, there is a need for tertiary institutions to provide updated professional development programmes for current music teachers, like the MMC Model for the teaching of music.

At the school level, learning activities could be conducted inside and outside of the classrooms. Both classroom activities and extra-curricular activities are crucial to students’ education in music, and essential in providing a balanced music curriculum.

School music education is far more than a curriculum ‘subject’ (Plummeridge & Adams, 2001). Many student activities are scheduled outside the normal school

timetable. Moreover, the pre-eminent

importance of the school principal, the

Leung, C. (2004). Building a New Music Curriculum: A Multi-faceted approach. Action, Criticism, and Theory for Music Education. Vol.3, #2 (July 2004). http://act.maydaygroup.org/articles/Leung3_2.pdf

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