It is important for music education to be inclusive, but what is meant by an inclusive curriculum? How might the national curriculum and exam boards develop an inclusive music curriculum?
Introduction
Music education is a path of continuous learning of self and culture. It improves the quality of an individual’s life and encourages a sound social development (Hoffer, 2017).
Music education normally touches aspects of learning and domains such as the cognitive domain, which aims at the acquisition of knowledge in a particular, the domain of psychomotor which entails development of skills, as well as affective domain which entails the desire to receive and share what is being taught (Houlahan and Tacka, 2015).
Music education is very popular
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This is because during their music study they are constantly trained to detect any meaningful information in various sound elements. In addition to this, music can also be seen as leisure activity, which can help students relax and/or fight stress. In this regard, soothing music is very important in helping children relax (Vulliamy and Lee, 2016).
Music education also helps prepare students for a possible creative career. As a matter of fact, from the research it emerges that the modern economy has created more artistic career opportunities and jobs than they used to be years ago. These jobs are also likely to grow faster than others in the future (Jellison and Draper, 2015). Therefore, music
students can also see their studies as a way to hone their skills in order to make a living through the music one day.
Despite the many benefits of inclusive music education, there still are many obstacles to its implementation. For example, a rigid curriculum that does not permit experimentation or different teaching methods can be an obstacle to its inclusion (Murphy, 2015).
Teachers also play a main role in the learning, as teachers who are not well trained