Comparison of the elementary music curricula in Ontario, Canada, and Turkey

Abstract

In this study, Ontario and Turkey primary school music curricula were examined. In this sense, in order to determine the similarities and differences, the general expectations in the curriculum, the general aims on the basis of the class and the skills aimed to be achieved, and the assessment and evaluation criteria have formed the sub-problems of the study. Document analysis was used as a method. The data are taken from the elementary music curriculum published in Ontario, Canada in 2009, and from the elementary music curriculum published in 2018 for Turkey. This study shows the overall expectations for both curricula, presented in tables for each grade from grade 1 to grade 8. The objectives and general evaluation criteria for each class are also included in the findings section. In this context, the effects of political and cultural policies on the curriculum in the formation of the determined similarities and differences were discussed. As a result, it has been determined that while the similarities are limited to subjects such as teaching western music and expressing emotions, the differences are generally due to the fact that the countries are multi-cultural or nation-state. In this context, it can be said that the cultural values and social structures of the countries can shape their education policies.