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Action, Criticism & Theory for Music Education

Page 18 of 28


Conclusion The MMC model demonstrates a comprehensive approach to music curriculum planning that is adapted from the Chinese Music Curriculum Model, which, in turn, is based on research in the form of a questionnaire and interviews. The study pinpoints key issues in the teaching of music and considers from different perspectives important issues in music education curriculum design. The task of (a) teaching popular, traditional, and contemporary music, (b) with due consideration of local, national, and global level, (c) that encompasses the three major activities of appreciation, composing, and performance, (d) along with embedded knowledge in music theory, history, philosophy, and art theory, (e) while integrating various cultural subjects that enhance students’ understanding of music—all these facets surely present a major challenge to any music educator! This challenge points to the need for changes to existing music curriculum thinking. As such, the implementation of this model depends not only on a change of music curriculums but also on a change in the perception of the music teachers and educators concerning the teaching of music at large. In addition, it is vital that educators at the tertiary level, especially those responsible for teacher education, take the lead in guiding future generations of teachers to take up the challenge of placing music in its rightful position. The implementation of the MMC Model can only be successful with good leadership and with much collaboration between teachers and experts in music. The MMC Model can also be adapted to music education at the early childhood, primary, secondary, and tertiary levels. Experimentation is necessary at both the tertiary and school level to achieve the four different dimensions covered by this model. The success of such change will surely be a breakthrough in music education. The model is relevant for the development of music and art education in countries around the world, but teachers and curriculum planners must proceed with careful consideration with respect to unique local needs.

References Australian Education Council (1994). The arts: A curriculum profile for Australian

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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