What is a music curriculum?

Cooke, Carolyn; Spruce, Gary

doi:10.4324/9781315621203-6

Cited by 8 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The music curriculum is an important part of culture and education. Music is committed to developing the humanistic, aesthetic and practical aspects of students, which are interconnected and correspond to each other [4]. The humanistic aspect of music brings pleasure to students learning tedious knowledge, when the aesthetic aspect can relieve exhaustion after long hours of book learning, most often through listening to music.…”

Section: Music Curriculum and Impacts On Studentsmentioning

confidence: 99%

Analysis of How the Music Curriculum Can Contribute to the Implementation of Quality Education from a Cognitive Developmental Perspective

Zhang

2023

LNEP

View full text Add to dashboard Cite

As the demands on childrens quality development grow, music is gradually becoming a way of developing good morals. The purpose of this paper is to analyse how the music curriculum can contribute to the implementation of quality education from a cognitive developmental perspective based on existing literature and research results. With regard to music education, three aspects are analysed: humanistic, aesthetic and practical. Concerning cognitive development, it is analysed through four stages of cognitive development. The result shows that the music curriculum has largely improved the cognitive, intellectual and psychological abilities of students, and the application of cognitive development theory in education has improved teachers teaching methods, together contributing to the development of quality education. The application of theory in education has led to a steady shift in the educational paradigm towards a focus on individual differences and a greater student-centred approach. According to research, there is a direct correlation between musical quality and cognitive growth. The aesthetic foundation of the music curriculum is stressed, with a goal of encouraging qualitative growth. Teachers have a solid theoretical foundation to work from when they change lesson plans because of the theory of cognitive development.

show abstract

Section: Music Curriculum and Impacts On Studentsmentioning

confidence: 99%

Analysis of How the Music Curriculum Can Contribute to the Implementation of Quality Education from a Cognitive Developmental Perspective

Zhang

2023

LNEP

View full text Add to dashboard Cite

show abstract

“…The music curriculum does not just serve as a template document to guide teachers (Cooke & Spruce, 2016). Philpott and Wright (2012) point out that the links between teaching, learning and curriculum content are complex and multifaceted.…”

Section: Music Curriculummentioning

confidence: 99%

“…And what is most worth learning (Regelski, 2003)? Emerging music curricula require teachers to teach, discuss, and construct knowledge with students, and require teachers to reflect critically (Cooke & Spruce, 2016). Register (2001) states that the music curriculum includes several activities, particularly the four areas of listening, performing, responding and composing.…”

Section: Music Curriculummentioning

confidence: 99%

The impact of the music curriculum in China on identity development in adolescence aged between 13 and 17

2022

aetp

View full text Add to dashboard Cite

This article focuses on reflections on the impact of the creation of a music curriculum on the development of young people's identity in a Chinese context. What is worth thinking about in this issue is the meaning of music for human beings and its impact on mental health? What is the significance of having a music programme for students and how does the music programme contribute to the development of young people's identity in the field of psychology? This study will be divided into three parts to discuss, what are the characteristics of the music curriculum for 13-17-year-olds in China? And how does the Chinese music curriculum affect the identity development of young people? And at the end of the article, recommendations are given for readers' reference.

show abstract

“…Although there are some links here between curriculum as perceived and received, also known as the planned and received curriculum (Kelly, 2009), there remain areas of curriculum vacuum for the interpretation and realisation of Music curricula. Music's multi‐dimensional nature which enhances “lived curriculum experience” (Cooke & Spruce, 2016, p. 79) and music's presence and influence which Ofsted include in “enrichment activities…outside of the normal timetabled curriculum” (Ofsted, 2019, p. 28) are examples of such complexities. This means that it is problematic for music to be expressed in the straightforward tripartite form which Ofsted suggest.…”

Section: Introductionmentioning

confidence: 99%

Topic choices: Revealing concealed processes of curriculum sequencing in English secondary school Music classrooms

Anderson

2021

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

What is a music curriculum?

Cited by 8 publications

References 0 publications

Analysis of How the Music Curriculum Can Contribute to the Implementation of Quality Education from a Cognitive Developmental Perspective

Analysis of How the Music Curriculum Can Contribute to the Implementation of Quality Education from a Cognitive Developmental Perspective

The impact of the music curriculum in China on identity development in adolescence aged between 13 and 17

Topic choices: Revealing concealed processes of curriculum sequencing in English secondary school Music classrooms

Contact Info

Product

Resources

About