ABSTRACT

The purpose of this study focuses specifically on the analysis and the comparison of the latest music curriculum standards from Mainland China, Hong Kong SAR and Macao SAR. According to the three music curriculum standards, different strategies are used to promote arts education. China's Compulsory Education Art Curriculum Standards (2022 Edition) adopts a comprehensive design for art education, while Hong Kong's Art Education Learning Area Curriculum Guide (Primary 1- Secondary 6, 2017) adopts an interdisciplinary approach. Macao's Requirements of Basic Academic Attainments (Music, 2015) is a practical document that details various indicators. This article provides an objective analysis of the goal positioning of education policies across various regions through comparative research. It compares the curriculum frameworks, learning targets, and objectives outlined in recent education documents. The analysis reveals that the "core competencies" of Mainland China’s music curriculum standards are implicit within the music standards of Hong Kong and Macao. "Educating people with aesthetics and educating people with culture" is the core of the curriculum standards of all three regions in China, emphasizing the importance of learning traditional Chinese music culture to enhance cultural identity and interdisciplinary learning.

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