ABSTRACT
Within Muslim communities there are stark differences over what is considered acceptable when it comes to music and the arts. This chapter charts these stances in a way that provide guidance to educators in both a Muslim school and a public or private school setting. Educators in various school settings are often faced with a diversity of opinion from parents and students. This chapter does not suggest one perspective over another, but rather provides educators with an understanding of what some Muslim communities deem permissible, what are acceptable forms of music and art for those communities, and how curriculum outcomes can be achieved within what is deemed acceptable. The chapter uses the Australian arts curriculum to offer a variety of creative examples to showcase how, with insight and resourcefulness, music and arts–based learning outcomes can be achieved for each of the broader Muslim community stances.
