Abstract
"Music in the National Curriculum" (MNC) has been in operation since 1992 in the U.K. This is the first music curriculum regulated by the goverment in the U.K., and the MNC has been influenced by the theory and method of "Creative Music Making" (CMM). The influential points are as follows: 1) making much of the learning activities of children's own accord, 2) introducton of "composition" activity, 3) teaching multi-music, 4) change of teaching contents based on the theory of western classical music. As a result of this influence, the character of MNC has become child-centred and activity-based. Keith Swanwick, professor of music education, University of London, criticized this character of MNC in view of the importance of integrating "acquisition of abilities through activities" with "teaching knowledge." Swanwick insisted that these activities couldn't be attainment targets in themselves, and that the education of abilities should be done through both teaching knowledge and practical activities. The aim of this study is to account for the relation of "activities," "abilities," and "knowledge" in CMM through Swanwick's criticism of MNC. This study intends to gain insight into the implementation of CMM, because since the implementation of CMM in 1989, there have been some problems with activity-based teaching learning in Japan.
