Music curriculum development for the senior secondary schools of Macao

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
JournalArts Education Policy Review
DOIs
Publication statusE-pub ahead of print - 1 Aug 2022

Scopus Subject Areas

  • Arts and Humanities(all)
  • Education
  • Visual Arts and Performing Arts

User-Defined Keywords

  • curriculum development
  • Macao
  • music curriculum
  • secondary school curriculum
  • Word
  • needs analysis

Fingerprint

Dive into the research topics of 'Music curriculum development for the senior secondary schools of Macao'. Together they form a unique fingerprint.

Cite this