The paper argues that the overall process of curriculum development (from the intended official written curriculum to the resourced curriculum set out in textbooks, and then to the taught implemented curriculum) in the two cities has been influenced by similar socio-political forces, It also argues that the process is characterized by some similar and some varying complex patterns in the nature and extent of Chinese and non-Chinese music which is not adequately recognized in the existing literatures. The study contends that the national identity, preference of national and local cultures, national education, colonial education, and acceptances of, and relationships with, other cultures have played important roles in shaping the nature and extent of Chinese and non-Chinese elements in the music curriculum.
