ABSTRACT
This chapter examines critically own views about the purposes and aims of a music curriculum and understands different conceptions of the curriculum and the potential implications of these for music education. The chapter explores how young people experience the curriculum and how they see their role within it. It understands what an emergent music curriculum might look and sound like within the classroom and how it might be enacted. The chapter proposes a much broader and richer conception of what is meant by a 'music curriculum'. It suggests that 'curriculum' is commonly understood as being synonymous with a 'curriculum document'. This document then acts as a template for what is to be taught and learnt. In academic literature, this conception of the curriculum is typically referred to either as 'curriculum as content', where the document limits itself to specifying the knowledge and skills to be learnt or 'curriculum as product'.
