Arts curriculum implementation: “Adopt and adapt” as policy translation

Music Curriculum Integration Practices - “Accountability” as Policy Translation in Professional Music Training: The Case of the Tut

“…As a macro force influencing education across the globe, political engagement by music education practitioners is considerable. The current politicized curriculum in music education has resulted in what Chapmana, Wrighta, and Pascoea (2018) and Chen and Huang (2017) suggested is a rescaling of educational accountability. This rescaling shifts the focus of performance from a predefined false consciousness towards specific political ends, namely, the transformation of capitalist society and the development of "authentic" consciousness (Perrine, 2017) and is being experienced most in Western post-industrialized countries such as the United Kingdom, United States, Canada, Australia, and Taiwan (Chapmana et al, 2018;Chen & Huang, 2017).…”

“…The current politicized curriculum in music education has resulted in what Chapmana, Wrighta, and Pascoea (2018) and Chen and Huang (2017) suggested is a rescaling of educational accountability. This rescaling shifts the focus of performance from a predefined false consciousness towards specific political ends, namely, the transformation of capitalist society and the development of "authentic" consciousness (Perrine, 2017) and is being experienced most in Western post-industrialized countries such as the United Kingdom, United States, Canada, Australia, and Taiwan (Chapmana et al, 2018;Chen & Huang, 2017). Cross-disciplinary work bringing in sources from political science, sociology, law, or economics can help shed light on both alternative and traditional approaches within the discipline of music education (Perrine, 2017).…”

“…Cross-disciplinary work bringing in sources from political science, sociology, law, or economics can help shed light on both alternative and traditional approaches within the discipline of music education (Perrine, 2017). This is important because these political perspectives inform policy and its enactment (Chapmana et al, 2018;Chen & Huang, 2017).…”

Integrating Core Competencies in Professional Music Training Curriculum — The Tainan University of Technology Experience

“…For example, not every musician is able to participate in active music-making in their family and social environment (Gande & Kruse-Weber, 2017). Despite the authors of recent music education literature calling for the infusion of the above competencies into a more holistic music education curriculum (e.g., Bates, 2016;Chapmana, Wrighta, & Pascoea, 2018;Jank, 2009), many music education programs and educators still do not offer such curricular experiences with any consistency (Denis, 2017;Catterall, & Waldorf, 1999;Chou, 2015;Teachout, 1997). It is critical that students experience knowing and playing music, not just for its complex scoring and harmonic movement, but also for its powerful emotional expression and development.…”

“…It is important therefore that teachers in music schools and music education programs work together to develop basic musical competencies for successful integration into the profession, thus linking policy and music education (Jank, 2009). The smooth progression in a student-centered environment serves to accentuate new skills and knowledge, or competencies, such as professionalism, assessment, and musicianship with respect to coursework and the areas that students feel are open for improvement and prepares students and teachers for practice in and leadership of reformed curriculum delivery (Chapmana et al, 2018). The gap between education and practice can be bridged by competency-based education (Roulston, Legette, & Womack, 2005).…”