In last week’s blog I wrote about assessment in music education. As part of this I offered a working definition of assessment.
‘Assessment consists in evaluating or judging the value of something, or someone, in accordance with certain expectations, an idea or a reference, related to personal and/or shared values.’ 
I also suggested that assessment, curriculum and pedagogy exist in a symbiotic relationship, needing each other to live and speak. 
Ok, so let’s have a definition of pedagogy:
‘Pedagogy, understood as ‘the core acts of teaching (task, activity, interaction and assessment) framed by space, pupil organization, time and curriculum, and by routines, rules and rituals.’ 
Here we note that pedagogy is framed by curriculum. So it may be that curriculum has the upper hand in this three-fold relationship.
In my recent post (see https://wordpress.com/post/jfin107.wordpress.com/7065) I reported on ways of thinking about curriculum as developed by Carolyn Cooke and as set out in chapter 5 of the book Learning to Teach Music in the Secondary School.  Here curriculum is viewed as ‘lived experience’.
All this prompts me to offer a definition of curriculum and in particular a music curriculum. Here goes:
The music curriculum can be defined as a dynamic set of musical processes and practices framed within historical and contemporary cultural discourse and dialogue that comprise the material musical encounters of pupils and teachers.
A definition that is partial and of course ideological. Discuss.
In the October edition of the Music Teacher Magazine Anthony Anderson makes a case for ‘Time to Think’ about the music curriculum and above all else the process of curriculum design. 
This call would seem to be prescient in view of recent utterances from Her Majesty’s Chief Inspector of Schools.
 Beauvais, M. (2011) Assessment: a question of responsibility. UNIVEST. Retrieved from http://dugidoc.udg.edu/bitstream/handle/10256/3592/Beauvais_en.pdf?sequence=2
 See Bernstein, B. (1975) ‘On the Curriculum’ in Class, Codes and Control, Volume III Towards a Theory of Educational Transmission, Basil Bernstein, Routledge and Keegan Paul.
 Alexander, R. (2005) Towards dialogic teaching: Rethinking classroom talk. York: Dialogos.
 Cooke, C. (2016) What is a music curriculum? In Learning to Teach Music in the Secondary School edited by Carolyn Cooke, Keith Evans, Chris Philpott and Gary Spruce (3rd edition), Routledge.
 Anderson, A. (2017) Time to Think. Music Teacher Magazine, October, pp. 47-48.