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It is expected that primary school education in music must contribute to individuals’ psychological, moral, social, cultural developments; key skills and thinking abilities as well as gaining knowledge, ability, comprehension and approaches of music. So it is important to compare the primary education music lesson curriculums and different kind of approaches of different countries and cultures. By doing this, we can develop alternative perspectives. In this descriptive research, the acquisitions of performance skills, composition skills, evaluating skills and listening, the use of knowledge and perception in Turkey and England are grouped one by one and compared by the researchers of each field. As a result, it is indicated that in Turkey adequate importance is not given to composition and evaluation skills in primary school music education,so it is suggested that the curriculum should be reevaluated to include composition and evaluation skills.
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