Challenges to Music Education: Curriculum Reconceptualized

Abstract

WB ^h ahat do you think about when you hear the word curriculum? External expectations, the documented curriculum, the planned curriculum, the delivered curriculum, the attained curriculum, the hidden curriculum, everything that happens in schools? There is no shortage of definitions in the literature. In their influential book, Leonhard and House wrote that curriculum involves establishing educational outcomes and selecting appropriate learning experiences to help students achieve these outcomes.l In his book about contemporary music education, Mark described curriculum as teaching methods, materials, and tools.2 Labuta and Smith defined curriculum in three ways: as skills-what students must be able to do; as knowledge-what students must know as a result of schooling; and as instructional methods-Orff, Kodaly, Gordon, and so on.3 All of these writers reflect how curriculum has generally been conceptualized in music education. These traditional ways of thinking about curriculum deal with the mechanics of teaching and assume that the way curriculum has been understood is working for students. In this traditional view, curriculum is a linear process involving development, implementation, and evaluation; its implementation is top-down and for music educators

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