Running Head: THE FACE OF MUSIC EDUCATION IN SCHOOLS IN INDIA 1

Dr. Vishal
Independent Researcher,
Mumbai, Maharashtra, India
vishalmusic@gmail.com
+91-9167034601

The Face of Music Education in Schools in India

Abstract

Music is a treasured aspect of our culture with its large impacts on human life, many studies
have stated the importance of music on human mind, body and soul. Music, a stress buster, is
considered as a therapy for good health and wellness. Music is a part of education in India like
most of the other nations. The paper explores the music education system in schools in India,
and provides recommendations for an effective, effective and articulate music education system
to develop the opportunities for students to learn music and to enrich teaching learning
experience at schools. This research paper is derived from author’s recent research study titled
“A comparative study of music education curricula in schools in India and New Zealand”,
sponsored by UNESCO under (UNESCO/Japan Young Researchers' Fellowship Programme-
2014). The study was conducted in schools in New Zealand and India under the supervision of
Dr. Tom Ludvigson, former senior tutor at host institution for this study named “Music and
Audio Institute of New Zealand”, Auckland, New Zealand. The author used a mixed method
design i.e. literature review, interactive sessions, design and pilot of study tools, sampling, field
visits and online canvassing. The collected data from different target groups through different
modes i.e. responses on questionnaires, discussion, observation and interaction, was analyzed
and placed in quantitative and qualitative structures. The analysis of data (Indian section)
revealed that music is not available in all the schools, some schools have music but only for
some classes or selected students, music in schools is treated as activity and not subject,
curriculum is not updated, some schools do not have music curriculum, advocacy and
monitoring for music education is very low, and availability of adequate musical instruments
and ICT for music students need improvement. The paper provides recommendations to deal
with the problems and enrich the music education system to enable each and every school going
student to develop creativity and become a life-long music enthusiast while much interested
students find good career pathways in music industry.

Keywords: Music, Education, curriculum, India, culture

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Introduction: India is probably the only country which has two well established classical music
styles i.e. north Indian classical and south Indian classical music. Apart from these two, many
different music genres are considered as treasured aspects of our culture with their large impact on
human life. Many studies have stated the importance of music on human mind, body and soul.
Music, a stress buster, is also considered as a therapy for good health and wellness. Music is a part
of school education system in India like most of the other nations. This research paper is to discuss
about some key areas of music education in schools in India and to put some recommendations to
enrich the music education in our schools, based on the observations and findings of a recently
conducted international research study titled “A Comparative Study of Music Curricula in
Schools in India and New Zealand”. The study was fully sponsored by UNESCO under
(UNESCO/Japan Young Researchers' Fellowship Programme-2014). For this paper, only Indian
section of the research study has been taken into consideration to make it precise and more relevant
to the conference.

Rationale : The reasons for choosing this topic were personal experiences and observations of
the researcher while teaching music at some schools in India and also the related indications in
official documents i.e. National curriculum framework-2005 mentions that music, with other
strands of art education, in schools is more like a tool to enhance the prestige of schools on
different occasions.

“Far from encouraging the pursuit of the arts, our education system has steadily
discouraged young students and creative minds from taking to the arts or, at
best, permits them to consider the arts to be 'useful hobbies' and 'leisure
activities'. The arts are reduced to tools for enhancing the prestige of the school
on occasions like Independence Day, Founder's Day, Annual Day, or during an
inspection of the school's progress and working. Before or after that, the arts
are abandoned for the better part of a child's school life, and the student is headed
towards subjects that are perceived as being more worthy of attention.”

Objectives: The objectives of this paper is to discuss some key areas of music education system
i.e. contents of curriculum and its implementation, teaching practices, available resources, use of
technology, advocacy for music education and to share the research based recommendations to
enrich the music education system in schools in India.
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Music Education Curriculum: In India, music education comes under the arts education with
other disciplines i.e. visual arts, theatre and dance in the national curriculum framework-2005.
It is indicated in the curriculum that music education, with other disciplines of arts education,
should be available as compulsory subject up to class X. The Curriculum document suggests that
learning should be emphasized rather than teaching and the approach should be participatory,
interactive and experimental. Document indicates the need for awareness about the
importance of arts among parents, school authorities and administrators.

Arts education must become both a tool and a subject taught in every school
as a compulsory subject (up to Class X), and facilities for the same may be
provided in every school. All the four main streams covered by the term the
arts, i.e. music, dance, visual arts and theatre, should be included.

Primary level: Music is available as integrated component. Students at this stage, are
expected to learn through different poems and rhymes with melody and rhythm, based on pure
notes and on the themes from their immediate environment to develop their sense of sound.

Upper primary level: At this stage, the arts is available as a subject comprising its disciplines
i.e. music, drama, dance. Students experience more complex themes and advanced training of
contents of music. Students learn to develop their sense of vocal and instrumental music
both. It is expected that students do not learn by the conventional ways but should be
encouraged to innovate. Documents indicate the use of audio-visual equipment/ material to teach
the students.

Secondary level: S tudents learn to develop their sense of classical music. Secondary
education is a link between school and higher education and considered as very important stage.
Music practice and theory of music has equal importance at this stage. At higher secondary
level, students choose one out of two major areas of Indian classical music i.e. Hindustani and
Carnatic. Students also choose if they want to learn instrumental or vocal music in the selected
area. Music theory and practice, both are important at this stage to make the students aware of
the deep understanding of music.
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METHODOLOGY: M ethodology is based on the following parameters;

1. Literature Review: Research-related documents i.e. National curriculum document,

state level curriculum/ school curriculum, Education policies, arts/music education
reports, resource material documents etc. were reviewed and considered as base
material to include the relevant information. Apart from the country specific documents,
review reports on music/arts education of some other countries were also reviewed.
2. Interactions: Interaction with Indian academics and school teachers: Interactive sessions
were conducted with academics and school teachers in India to have their inputs. Their
inputs were important to formulate a practical framework before starting the actual
research data collection.
3. Email account and Study Tools:
a. Exclusive email account: An exclusive email address was created to have all the
information and data at one dedicated account.
b. Development of study tools: Three different questionnaires were prepared
targeting head of the institution/ school principals, music teachers/educators and
students respectively.
c. Piloting the study tools: A schedule for piloting the tools developed was drawn up
and a school ICSE board school in Thane district of Maharashtra was visited to
conduct the pilot.
d. Development of an online version of the study tools: Online versions of all
three questionnaires were designed to expedite the process of data collection
and to gather data from schools, where visits were not possible.
4. Sampling, Field Visits and online-Canvassing:
a. Sample Design: A total number of 18 schools in different locations of India were
selected to visit for data collection, interviews and observation, using the
stratified and random sampling techniques. The schools i n different states
were s elected for field visits, keeping in that classical music is the most
influential musical form/genre in India with its two variations, i.e. North Indian
classical music and South Indian classical music.
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b. Taking Appointments: To arrange the appointments, an email including a formal

letter and project information sheet, requesting an appointment to conduct a field
visit was sent to the selected schools. However, in most of the schools in India,
appointments were taken by telephonic discussion.
c. Field visits to schools: Field visits to sampled schools were conducted for data
collection, observation, discussions and interviews. The research project was
explained to target groups before asking them to respond on questionnaires and
taking part in research-related discussion. In some schools, school teachers were
requested to explain the research project to their students and help them to fill in
questionnaire in order to avoid the language barrier
d. Canvassing of online questionnaires: On-line questionnaires were canvassed by
email to several schools in different locations in India.
5. Data Compilation and Analysis: After collecting the data from different target
groups through different modes i.e. responses on questionnaires, discussion,
observation and interaction, collected data were analyzed and placed in quantitative
and qualitative structures.
6. Delimitations: Since state/UT school education boards are autonomous in the
formulation of education / music curricula because of the federal character of the Indian
constitution, a critical analysis of these schools’ curricula on the concept of core
curriculum was not possible.

Observations:
I. Music education not available in every school: During field visits in schools in
India, it was observed that most of the schools do not have music education as a
part of their academic or extra-curricular activities. It was observed that most of
the schools do not have a music department/ music teacher/instructors to teach
music to their students. On occasions, such schools do invite some professionals
to instruct the students and conduct the event. Before and after these occasional
activities music is not available for students.
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II. Music is an optional Subject: It was observed that music is not available as a
mandatory subject in most of the schools, it is available as an optional subject and
only interested students can learn music in school.
III. Music is not available for each and every class: It was observed that music is
not available for each and every class in schools. In some schools, music is
available only to primary students (class I to V), some schools have music
education for upper primary (class VI, VII and VIII). Students who have learned
music up to class V cannot choose music in their further school years and in some
other schools students start learning music in class VI but not from class I in the
same school.
IV. Curriculum is not up to date: It was observed that the music
curriculum/syllabus is not up to date and in some states it was found during
discussion that some teachers are teaching almost the same syllabus what they
learnt during their schooling.
V. Indian Classical music is influential: It was observed that most of the schools in
different states, having affiliation with different boards of school education, have
classical music as their priority. Where schools do not follow the national/state
curriculum, music teachers in schools design their own curriculum/syllabus with
classical music as priority. However, some occasional activity based music,
religious music, group songs etc. were also found in classroom
curriculum/syllabus.
VI. Low awareness of different music genres: It was observed during filed visit that
students are learning just Indian classical and some other musical forms of India
but introduction/orientation of music of different selected nations is not a
common practice in schools in India. It was observed that even students who have
learnt music for a long time in school are confined to a limited knowledge of
music forms/ instruments and even not aware of musical genres of neighboring
countries around India.
VII. Music education is less career oriented: It was observed that music education in
schools in India is less career oriented and provides a very narrow career scope to
music students. During discussion with students it was observed that they are
THE FACE OF MUSIC EDUCATION IN SCHOOLS IN INDIA 7

aware of very few career options in music i.e. music teaching, performing artist
etc. The music curriculum/syllabus does not include the ancillary fields of music
i.e. musical instruments making, sound engineering, music production, event
management, cultural research, cultural journalism etc. to broaden the career
scope of music students.
VIII. No dedicated Music rooms: In most of the schools it was observed that
dedicated music rooms are not available and teachers do teach music in other
class rooms. In some schools, a music room is available but only to keep the
musical instruments and other paraphernalia.
IX. Availability of traditional instruments: It was observed that schools have
traditional instruments available for their students. In such schools, teachers do
introduce students to traditional instruments i.e. sitar, tabla, Veena, pakhawaj etc.
and teach them the playing techniques appropriate to each instrument.
X. Non-Availability of ICT: During field visits it was observed that ICT
(information and communication technology) is not available in most of the
schools. In some of the schools this facility is available but not in use for music
education or music students.
XI. Technology is missing: About the new technology based music and some other
important aspect of music technology i.e. electronic music, D.J., recording
techniques, etc., it was observed that no facilities are available in schools. Today’s
music is technology based music, but technology is missing in music education
even in high schools and senior secondary schools.
XII. Low Advocacy: It was observed that music is more like an occasional activity in
schools and the level of advocacy for music education from school authorities/
head of the schools is very low. During discussion with different target groups in
schools, it was observed that music as a subject is not mandatory for schools
throughout the academic year. Resources, funding and other important support
from school authorities is not up to the mark.
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XIII. Underestimation of student’s capabilities: In most of the schools, it was

observed during the discussion that music teachers and head of the schools,
(especially for primary students) think that children are not capable to learn music
deeply and they should be taught just for fun.
XIV. Instructive teaching: In most of the schools, it was observed that music teaching
is more like instructive. Teachers do ask students to follow the methods/
techniques in the same way that they demonstrate, to the best possible extent.
XV. Music is worship: It was observed that music is not treated just as an art, it is
more like worship. Students do not enter in music room with footwear and treat
their musical instrument as divine. This practice makes the students able to
understand the spiritual aspect of life through music education.

Findings:

1. Status of Music Education: The NCF-2005 mentions that music, under arts
education must become both a tool and a subject taught in every school as a
compulsory subject up to Class X. However, up to class V music is an integrated
component across the curriculum. At schools, status of music is variable in India.
Some schools do not have music available for students, some have music as
compulsory and some of the schools have music as an optional subject available for a
few years of schooling. Availability of music teachers at schools in India is short.
2. Music Curriculum-designing and Implementation: Schools follow either the
national curriculum or the state board curriculum for music. In some schools music
teachers design their own curriculum and dedicated music syllabus for different
classes. At some of the schools, it was found that music educators/ schools do not
have any specific curriculum for music education.
3. Music Curriculum- Contents: The current music education curriculum is not
providing the students with enough opportunities to learn music in a broader way.
Students learn content of classical music, indigenous music forms, devotional and
patriotic music in school, however many important aspects are still missing i.e.
THE FACE OF MUSIC EDUCATION IN SCHOOLS IN INDIA 9

recording technology, musical instruments making and some music styles of different
nations.
4. School Level Advocacy and Monitoring: At schools advocacy and monitoring for
music education were found middle of the road. It is not a common practice in
schools to get frequent feedback from students and music teachers to make strategies
to enhance the music education.
5. Technology and Resources: There is a lack of resources for music education in the
schools in India especially audio-visual equipment, recording studio/set-up, and
musical instruments. Availability of adequate musical instruments and ICT for music
students need to be improved.

Recommendations:
1. Music Curriculum- Content and Implementation:
Policy makers/ curriculum development bodies may: ensure that music
curriculum is updated with the content to introduce new areas i.e. instruments
making, cultural research, cultural journalism, music production, event
management etc. along with the classical music and local specific culture based
music to widen the scope of learning and scope of career for music students.
Boards of school education may ensure that;
• Music education curriculum is available at each and every affiliated school.
• Curriculum is updated and fulfill the needs of music students in present
context.
• Curriculum is career oriented and provide opportunities to students to choose
music as a career.

School Principals may ensure that;

• Music teaching is based on available music education curriculum.
• Teachers apply the effective teaching practices to achieve the objectives of
music education as per the curriculum.
• Music teacher understand the need of students and design the classroom
curriculum accordingly.
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Teachers may;
• Access to national/state curriculum in order to implement it in practice and
design the classroom activities based on the available curriculum.
• Participate actively in subject related workshops, seminar and online activates.

2. Advocacy:
Central/State governments through their policy framework may;
• Drive dedicated campaigns, schemes to make the citizens of the country
understand the value of music in school education and in social context.
• Encourage research activities on music education in schools in India and take
necessary actions on the research findings.
• Design dedicated International cultural exchange programs for school students
and teachers.

3. Use of technology:
Boards of school Education may;
• Include technology in curriculum, syllabus and provide support materials to
schools.
• Conduct special programs for music teachers to ensure familiarity and
integration of music technology in music programs.
Teachers may;
• Incorporate music technology i.e. sound editing etc. into their classroom
programs and activities related to pedagogical practices.
• Show evidence of their ability to use music technology and integrate it into
programs and activities.

4. Effective Pedagogy and teaching Practices:

I. Create a supportive learning environment: Teachers may provide the
students with a supportive learning environment i.e. safe, caring, non-
discriminatory and cohesive. Teachers may develop a positive relationship
with students by encourage them to listen, analyze and discuss about the
lessons.
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II. Encourage reflective thought and action: Teachers may design the lessons
intended to provide students with the opportunities to analyze the lesson and
to know the purpose of learning the particular lesson.
III. Facilitate shared learning: Teachers may engage themselves as a learner in
classroom, students and teacher may share, discuss and participate in activities
together to enable the shared learning in classroom.
IV. Make connections to prior learning and experience: Design the classroom
activities/ program based on prior knowledge and experience of students.
Teachers may maximize the learning time by avoiding the duplication of
contents and using the student’s prior learning.
V. Provide sufficient opportunities to learn: Provide Students with time to
practice and transfer new learnings among them. Introduce new learning a
number of times and in a variety of different tasks and contexts.
VI. Inquire into the teaching–learning relationship: Analyze the importance of
the planned lessons and to make the strategies to transfer the knowledge in
effective way. Find out the results of teaching and make future teaching plans
accordingly.
Effective teaching practices:
I. Teacher needs to be highly effective in applying subject knowledge,
pedagogical contents, practices and teaching strategies.
II. Classroom programs should foster enthusiasm and enjoyment for learning and
participation in music; Students should have opportunities to participate in a
range of experiences that focus on development of skills and content
knowledge and help the students to value and understand the expressive
quality of music.
III. Develop classroom curriculum/syllabus on the basis of directions, guidelines
and objectives mentioned in the state/national curriculum.
IV. Emphasize on the development of knowledge and understanding of music
contents and how students can use the knowledge to create compositions out
of their imaginations.
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V. Design long-term plans that link to state/national curriculum and school

objectives for effective development of music students.
VI. Design weekly plans, link to long-term plans, build on learning in small and
sequential steps to engage students in day to day activities and foster their
interest in music.
VII. Focused and timely gatherings, analysis, interpretation and use of information
that can provide evidence of student’s progress.
VIII. Encourage students to analyze, discuss, ask and interpret the music lessons.
IX. Encourage students to compose their imaginations into musical contents and
then listen/ analyze their own composition and improve the quality.
X. Provide students with the opportunities to experience the traditional
instruments to know about heritage music.
XI. Encourage students to develop their spiritual understanding through music and
on the same time understand the professional/ career oriented aspects of
music.
XII. Teacher should assess the approach, capability and talent of the individuals
and plan the activities/ programs to meet the identified needs of the students.

Conclusion: Music education is not available for each and every school going student in
India. Status of music education is not well-defined at schools of different states and students
are missing an important part of their schooling. Education system in India does not provide
an avenue for students to choose music as their career and the contents of music curriculum/
syllabus are not covering advances in technical areas of music. Some schools do
underestimate the role and scope of music in student’s life and also capabilities, creative
powers and artistic approaches of students are undervalued. Music education needs a strong
advocacy at various levels i.e. policy makers, boards of school education, parents,
community and schools. A revised curriculum for music is needed with its aim to provide
all the school going students with a chance to become a life-long music enthusiast and to
provide music students (much talented/ interested) with a career avenue.
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