What does quality music education look like?

Abstract

What does quality teaching in music education look like? What methodology and curriculum will achieve this quality? Wiggins (2001) outlines the goal of music education as a learning journey for students to become musically equipped for life after school. Many music educators, past and present have tried to define what constitutes a quality music program and what should subsequently be the goals of such a program. But why do individual teachers choose to teach music the way they do?

This paper investigates this statement through the eyes of practising primary music teachers. These teachers were involved in an email survey in an attempt to gather data on the influences that drive their choices of methodology and to ascertain the effect curriculum changes have had on the planning and delivery of their programs. Do the same methodologies function well in different school contexts and with a diverse range of learners?

As well, the impact of rapid technological advances over recent times is discussed. Lines (2005) believes that the world of music education is undergoing rapid technological, expressive and conceptual change. Does this change have an impact on what is happening in today's music classroom?