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Action, Criticism & Theory for Music Education

Page 4 of 28

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the hardware of the content. It focuses, then, on not only what is done but also on how it is done. In order to stress this processual character, “-ization” appears after local, national, and global, as well as after the popular, traditional, and contemporary dimensions. Furthermore, an effective balance between different areas within the four dimensions is vital when planning curriculum; the proportions of different areas should be flexibly adjusted according to particular situations, but without damaging the overall balance of the contents. In other words, in using the MMC model, educators should be well aware that the unique issues and concerns of specific situations or countries should be well considered when implementing the MMC Model.

Figure 1

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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