In Curriculum Planning and Implementation, I considered several ways that the music curriculum - meaning everything related to music that students experience in school - could be transformed. My first idea was relatively limited in scope and yet challenging: how to change the way students value the music program in my own school.
My second paper considered a new model for Intermediate Instrumental Music, in contrast to the current model in Ontario. In writing this paper, I was led to further reflect on the fundamental goals of music education. This paper outlined how to implement a major innovation on a large scale, including addressing anticipated obstacles.
Writing these papers led me to evaluate the music program as I was running it at my school, looking for ways to improve it. I needed to step back and consider fundamental changes, rather than tinkering with day-to-day elements of the program. I reflected on different approaches to music education I have tried and observed. I considered sweeping changes: should I be teaching concert band instruments at all? Should I be streaming my program to match different student abilities? What were the philosophical and pedagogical implications of that? What is the purpose of music education? Being able to reflect on my practice at this level, in the context provided by this and other courses, has been one of the main benefits of completing the Masters program.