The author reports the findings of a study that examines the nature of the music curriculum and the role of music teachers in Hong Kong's secondary schools. Initially, the study provides a brief examination of the intentions of the official music curriculum as promulgated by the Hong Kong Government, and then explores music teachers' attitudes towards its various components, i.e., goals, content, pedagogies, and assessment practices. The core of the study involves the identification of the pedagogic approach(es) being employed in music classrooms, as well as an analysis of the rationale teachers provided for adopting those approach(es).
