MUS7260 Research Methods in Music

Victor Wong
15440214
Topic:

A comparative study of music curriculum frameworks for children aged 11-14 used by

schools in England and Hong Kong

Introduction:

“Comparing how different countries face common challenges can provide the

evidence to make the most effective [education] policies”; 1 and with the advent of

Programme for International Student Assessment (PISA) league tables, governments are

under ever increasing scrutiny to ensure good education standards. To this end, many

countries have introduced national curricula frameworks to guide educators; however, it is

important that these are reviewed and developed regularly to incorporate changes in cultural

and social values, advances in pedagogical thinking, and new technologies.

This study will compare the music curriculum frameworks for children aged 11-14

(secondary school age, for which music is still a required subject) of Hong Kong, England,

and the International Baccalaureate Middle Years Programme (IBMYP) arts curriculum

framework, which encompasses visual art, media, drama, music, and dance. The inclusion of

the IBMYP arts curriculum in this comparison is to reflect the growth in the number of

schools internationally adopting International Baccalaureate (IB) programmes2 3, as well as

the growing importance placed on interdisciplinary learning.

1
From Economic and Social Research Council, International collaboration in social science research. Quoted
in A Comparison of the United States’ National Music Standards and England’s National Musical Curriculum,
by Gail Elizabeth Lowther (MMus thesis, Bowling Green State University, 2010), 2.
2
http://www.telegraph.co.uk/education/secondaryeducation/8125719/IB-or-not-IB-That-is-the-question.html
3
http://www.ibo.org/about-the-ib/facts-and-figures/
 MUS7260 Research Methods in Music
Victor Wong
15440214
By comparing the US and UK music curriculum frameworks, Lowther discovered
4

that the US focuses more on performance, while England focuses on pupils’ ability to

understand and invoke music expressively. This comparative study would offer insights into

different music pedagogical rationale, identify areas for further research, and, as curriculum

frameworks for music generally have more flexibility than ‘core’ subjects (language, science,

mathematics), allow music teachers to devise schemes of work that would negate any bias in

the frameworks.

4
Lowther, Gail Elizabeth. 2010. A Comparison of the United States’ National Music Standards and England’s
National Musical Curriculum. MMus thesis, Bowling Green State University.
 MUS7260 Research Methods in Music
Victor Wong
15440214
Bibliography

Moon, Bob, Shelton Mayes, Ann, and Hutchinson, Steven. (ed.) 2006. Teaching, Learning

and the Curriculum in Secondary Schools. Oxon: RoutledgeFalmer.