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

Abstract

Music curriculum integration in professional music training is a process in which policy and practical issues associated with using student achievement and music teachers' professionalism is considered so that "accountability" may more readily support curriculum integration needs. One of the realities of music education is how government-led implementation of policies influences arts teaching and learning in unintended ways. The purpose of this paper is to use Bate's (2017) three musical experiences of critical social class theory as the enquiry lens. Three contextual variables are highlighted for their impact on teachers and schools: Tolerance, inter-cultural dialogue, and respect for diversity. The focus is music education policy and its aims and strategies that need to be shaped in different ways that are appropriate to the diversity of musical practices and contexts of music education. Insights into the results of policy translation are gained through using the Music Department at the Tainan University of Technology, Taiwan, as an example. The findings demonstrate that music curriculum integration with a function-based approach to accountability helps with successfully implementing policies.