Music curriculum development for the senior secondary schools of Macao

Marina Wai-yee Wong*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

1 Citation (Scopus)


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
Number of pages13
JournalArts Education Policy Review
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


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