| Original language | English |
|---|---|
| Number of pages | 13 |
| Journal | Arts Education Policy Review |
| DOIs | |
| Publication status | E-pub ahead of print - 1 Aug 2022 |
Access to Document
Other files and links
Cite this
- APA
- BIBTEX
- Harvard
- Standard
- Vancouver
}
In: Arts Education Policy Review, 01.08.2022.
Research output: Contribution to journal › Journal article › peer-review
TY - JOUR
T1 - Music curriculum development for the senior secondary schools of Macao
AU - Wong, Marina Wai-yee
N1 - Funding Information: This work was funded by Direcção dos Serviços de Educação e de Desenvolvimento da Juventude, Macao SAR. Publisher Copyright: © 2022 Taylor & Francis Group, LLC.
PY - 2022/8/1
Y1 - 2022/8/1
N2 - Supporting a transition in Macao’s senior secondary schools from individualized, informal music curricula to a government-led music curriculum, this qualitative and exploratory needs-analysis study reports the voices of three stakeholders – the government, teachers and their students. The findings a provide an understanding of Macao’s music education context, from which emerges five contributions to the current Literature: 1) Wiggins and McTighe Understanding by Design supports differing approaches to curriculum development, 2) a “needs-analysis” approach mediates education change, 3) curriculum cohesion can retain music teachers’ individual autonomy, 4) students’ music learning and assessment expectations exceed those of their teachers’ and 5) diversity in teacher training both empowers and dis-empowers these music-teachers’ autonomy.
AB - Supporting a transition in Macao’s senior secondary schools from individualized, informal music curricula to a government-led music curriculum, this qualitative and exploratory needs-analysis study reports the voices of three stakeholders – the government, teachers and their students. The findings a provide an understanding of Macao’s music education context, from which emerges five contributions to the current Literature: 1) Wiggins and McTighe Understanding by Design supports differing approaches to curriculum development, 2) a “needs-analysis” approach mediates education change, 3) curriculum cohesion can retain music teachers’ individual autonomy, 4) students’ music learning and assessment expectations exceed those of their teachers’ and 5) diversity in teacher training both empowers and dis-empowers these music-teachers’ autonomy.
KW - curriculum development
KW - Macao
KW - music curriculum
KW - secondary school curriculum
KW - Word
KW - needs analysis
UR - http://www.scopus.com/inward/record.url?scp=85135216721&partnerID=8YFLogxK
U2 - 10.1080/10632913.2022.2106335
DO - 10.1080/10632913.2022.2106335
M3 - Journal article
SN - 1063-2913
JO - Arts Education Policy Review
JF - Arts Education Policy Review
ER -