Musical Curriculum prescribed to the Part of the Music Curriculum in the Primary Classroom

Abstract

In this article we describe the discrepancy or the homogeneity that appears between the curriculum prescribed in the music education and the practical part in the classrooms. The research is gathered by a descriptive-explanatory methodology and of type ex-post-fact methods. The sample of the studied centers represents the population and the instruments used have reliability and validity. The instruments used are questionnaires, observations and interviews. The different musical practices in the classrooms differ depending on the context, the purpose and the preferences of the professorship. The conclusions show great differences in the manners of implementing the curriculum depending on the origin of the studies of the teachers.