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Music Education (The three pillars of formal education are curriculum,…

- - - - The need for improved music resources and specialist facilities;
        
        The need for instrumental tuition in primary schools;
        
        Different topics or subjects require possibly different styles and intricacies in teaching to be able to fully and articulately impart knowledge effectively (MAPEH)
        
        The importance of music education needs to be reflected in government policies and educational institutions - more resources can be allocated to further the quality and incentive for teaching (What Me)
      - The need for music specialist or resource teachers in schools;
        
        Teachers are instrumental to guiding and helping the youth realize their potential and development (MAPEH)
        
        Generalist teachers find it difficult to teach music as a specialized subject (What me)
        
        The quality of education relies on teachers to impart knowledge - better education needs better teachers (MAPEH)
      - Children seem to favor private lessons over a classroom setup. Some children also view music lessons as a diversion from the usual subjects.(Malay)
    - - Children and parents already have preconcieved notions regarding music (Malay)
        
        Environment and cultural / socio-cultural background affect the perception toward music education as well (i.e: In the Philippines we view it as entertainment) (What Me)
      - Stereotypically, studying / learning music is not valuable because you don't need it to "enjoy" music (Malay)
      - The language in which music education is taught in should be standardized, but competency in english may be a problem (Malay)
        
        Music is taught in English, and may be difficult for some - but it is the simplest way to be able to translate and communicate universally. The flaw however, is in the potential difficulty to articulate concepts for both teachers and students especially if not well-versed in the english language. Appealing to a more common and relatable tongue may be favorable to get ideas across (EDUC PROFILE PH)
      - Pop music has been used in Norway's music curriculum for decades (Norway)
        
        By embracing popular music as part of music education early on, it is normal in Norway to have pop music as a basis of discussion, learning and other related research. (Norway)
        
        However, having pop music part of the curriculum also has consequences - namely, in the form of teaching techniques and possible content. The fact that pop music is used as a jumping off point also causes a form of marginalization as not everyone listens to the same type of music or has equal access to it. Another is the stereotypes that pop music enforce can be problematic. i.e: sexualization or toxic masculinity (Norway)
    - - Music education isn't given as much importance due to the quality and circumstances surrounding it (What Me)
      - Children aren't as enthusiastic about learning music in the context of an educational institution, yet girls and children genuinely interested in music do not seem to mind (Malay)
      - Children do not concern themselves with music education because they do not see it's value to other subjects or their long-term academic goals like passing their national examination (Malay)
      - In relation to "core" subjects, music and the arts are not given as much importance in the curriculum (EDUC PROFILE PH)