Identifying and Determining the Importance of Components and Elements of Music Education Curriculum in Music Textbooks of High School and Conservatories

The aim of this study was to identify and determine the importance of components of music education in high school textbooks and music conservatories. This study is influenced by the interpretive philosophical basis and has a qualitative approach to the analysis of customary content. In the first part, the studied unit is all the art textbooks of the first and second years of high school and music conservatories, which were sampled purposefully and valid and relevant books and sources were selected. The unit of analysis in this section was thematic analysis and open, axial and selective coding methods were used to collect, extract and infer data. In the second part, Shannon Entropy was used to determine the importance of the components of music education and their importance in textbooks. From the analysis of the findings in the first part during the selective coding, four categories of cognitive, skill, creativity and emotional (emotional) were extracted. These four categories include 90 components during axial coding (Cognitive Components 26, Skill Components 23, Creativity Components 22 and Emotional Components 29) and open coding 216 themes. According to the obtained results, among the four categories, Cognitive category has the first priority, Skill category has the second priority, Creativity category has the third priority and Emotional category has the fourth priority. The components of interpretive thinking, key training and increasing the understanding of concepts, content with an aesthetic basis, the flourishing of the soul combined with aesthetics and frequent and regular exercises also had the highest priorities, among the components.