Singapore University of Social Sciences

Applied Philosophical Perspectives of Music Education on Curriculum Planning

Applied Philosophical Perspectives of Music Education on Curriculum Planning (BMU305)

Applications Open: To be confirmed

Applications Close: To be confirmed

Next Available Intake: To be confirmed

Course Types: Modular Undergraduate Course

Language: English

Duration: 6 months

Fees: To be confirmed

Area of Interest: Education

Schemes: Alumni Continuing Education + (ACE+), Lifelong Learning Credit (L2C), Resilience

Funding: SkillsFuture

School/Department: S R Nathan School of Human Development


This course extends the learning of education philosophies in music classrooms by applying it to curriculum design of music programme in schools. Various key curriculum theorists and philosophers that are relevant to in music curriculum design will be critically revisited and analysed. Students will then get to personally synthesise the various philosophical and curricular perspectives, and apply them in creating different curriculum designs. The curriculum design process includes selection and evaluation of curriculum materials and awareness of ethics of care in music education. Featured topics include overview of approaches of curriculum design, sound ways of knowing, formal and informal learning and models of curriculum evaluation.

Level: 3
Credit Units: 5
Presentation Pattern: Every July


  • Articulating curriculum
  • Curriculum decision making in music
  • Music curriculum implementation
  • Music in interdisciplinary and multicultural curriculum
  • Curriculum evaluation and classroom assessment
  • Ethics of care in curriculum design

Learning Outcome

  • Articulate different philosophies in music education.
  • Examine contemporary and historical-philosophical perspectives of curriculum and music education.
  • Discuss how contemporary pop music, world music, and technology and media can be integrated into the curriculum.
  • Propose a curricular approach based on specific philosophical stance
  • Analyse salient curricular framework and teaching practices in different music settings.
  • Critique a curriculum approach used in a given scenario
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