ENSEMBLE MAGAZINE - Teachers' Influence on Music Curriculum Development: Towards a Student-Centred Approach

The national music curriculum provides the blueprint upon which educators design a comprehensive musical learning experience that is purposeful and relevant for learners. However, any process of curriculum-making is never straightforward, as music teachers attempt to find a balance between implementing curriculum policies and developing content suited for their context. All this is usually done with restricted curriculum time, making it even harder to select content and pedagogical approaches for teachers. This article explores some of the influences that may shape the thought processes when designing curriculum and is based on the findings from my MA dissertation, which included teacher interviews, student surveys, and student focus groups.

Daubney’s important work on the decline of numbers studying music at Key Stage 4 has influenced this article and ongoing research around the necessity of student voice and relevant content when designing a Key Stage 3 curriculum. The purpose of this article is to raise awareness of the influences on curriculum design and share some student voice that has been collected and thematically analysed. The final section offers suggestions to help engage students in curriculum development.

The Autonomy of Music Teachers

Music educators often work within loosely defined frameworks, unlike some core subjects. The 324-word National Curriculum allows teachers significant autonomy in curriculum design. Influential documents like the National Plan for Music Education (NPME) or Model Music Curriculum (MMC) are written in general terms, offering latitude for teacher interpretation. While empowering, this autonomy also places a considerable burden on teachers to navigate the conflicting expectations of students, school leaders, and policymakers. Hargreaves et al. (2011) highlight that many music teachers, shaped by a Western classical tradition, prioritise “powerful knowledge”—knowledge deemed essential in lessons—often sidelining contemporary or culturally diverse music that might better resonate with students.

Teacher Beliefs and Curriculum Decisions

Teachers' beliefs about valuable knowledge and skills strongly influence curriculum decisions. Some focus on theoretical knowledge, such as notation and history, to prepare students for formal assessments, while others emphasise practical, skills-based learning to engage students and foster creativity. One teacher explained, “Knowledge and skills are embedded together… but the experience of how it’s done in music often happens in a practical sense.” This supports the idea that practical engagement is crucial for students' interest and a natural way to deeper theoretical learning.

Teacher perceptions of Music curriculum

Student Voice on Curriculum Relevance

Student feedback often reveals a gap between classroom experiences and musical lives outside school. Surveys suggested students found lessons disconnected from their interests, with many wanting more instrument-based and creative activities. One student said, “We spend too much time learning about music history when we really want to play our own music.” Students valued choice in their learning, such as composing songs in their favourite genres or performing tracks of their choice, which increased their engagement and enjoyment. However, they also recognised the importance of foundational skills like music theory and notation but expressed frustration at their lack of connection to their broader musical goals.

Moving Forward

Greater collaboration between teachers and students could address these gaps. Integrating student voice through surveys, focus groups, and project-based learning can make curricula more inclusive and engaging. Professional development opportunities can expand teachers’ musical perspectives and help align curricula with students’ interests. Balancing theoretical knowledge with practical application and valuing students’ cultural backgrounds can further bridge this gap.

Conclusion

Teacher perceptions are deeply influential in curriculum design. By creating curricula collaboratively with students, music educators can design engaging and equitable learning. While restricted curriculum time poses challenges, meticulous planning can ensure music lessons align with both curricular goals and student interests. As curriculum discussions evolve, the teacher’s role as a curriculum designer remains central to shaping the future of music education.