Abstract
This chapter presents a critical examination of different conceptions of the music curriculum. It suggests that the music curriculum is commonly understood as being synonymous with a “curriculum document”. This document then acts as a template for what is to be taught and learnt. In academic literature, this conception of the curriculum is typically referred to either as “curriculum as content”, where the document limits itself to specifying the knowledge and skills to be learnt or “curriculum as product”. The chapter argues for a much richer conception of the music curriculum which places young people at its centre. It examines notions of the music curriculum as emergent from the interactions of teachers, young people and musical knowledge and of the curriculum as a lived experienced which places young people at its heart as curriculum creators.
| Original language | English |
|---|---|
| Title of host publication | Learning to Teach Music in the Secondary School |
| Publisher | Routledge Taylor & Francis Group |
| Publication status | Accepted/In press (AAM) - 31 Mar 2025 |