A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia

Duha Görkem Emekli; Türker Erol

A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia

Abstract

The aim of the study is to compare the two countries' curricula in terms of their structures, learning outcomes, teaching approaches, assessment and evaluation perspectives, and cultural orientations. Beyond being technical documents that regulate how the subject is taught, music curricula also reflect a country's choices regarding education, the arts, and the profile of the individual it seeks to cultivate. The research was designed as a qualitative study and conducted through document-based comparative analysis. The data sources comprise the 2018 Music Course Curriculum issued by the Turkish Ministry of National Education and the 2019 music curriculum issued by the Croatian Ministry of Science and Education. The two documents were examined through thematic content analysis with respect to their general structure, aims, learning outcomes, content distribution, teaching methods, assessment approaches, and cultural–artistic emphases.The findings indicate that both curricula rest on a student-centred, constructivist foundation, yet diverge from this common ground towards different priorities. Whereas the Turkish curriculum gives greater weight to fundamental music knowledge, cultural transmission, national identity, and a shared musical heritage, the Croatian curriculum foregrounds creative production, improvisation, aesthetic experience, individualised learning, and intercultural sensitivity. The difference is equally pronounced in their assessment approaches: the Turkish curriculum relies on teacher observation and in-class performance, whereas the Croatian curriculum devotes considerable space to process-oriented assessment, portfolios, self-assessment, and creative products. In conclusion, although the two curricula proceed from similar educational concepts, each takes shape in line with its own cultural and pedagogical priorities. In this respect, the study demonstrates that the comparative examination of music curricula can contribute to curriculum development, arts education policy, and cultural approaches to education, and that it adds particular value to the field by revealing how pedagogical choices are interwoven with cultural context.

Keywords

Supporting Institution

This study was not supported by any institution, organization, project, grant, or fund.

Ethical Statement

This article is derived from the master's thesis entitled "A Comparative Analysis of Music Curricula for Grades 5–8 in Turkey and Croatia", prepared by the first author under the supervision of the second author at the Institute of Educational Sciences, Sivas Cumhuriyet University. The data used in the research were obtained from publicly available and official documents. Ethics committee approval was not required. In accordance with the principles of academic ethics, all documents used in the study were indicated with full citations to their original sources. The principles of academic integrity were observed throughout the description, interpretation, and comparison stages of the analysis process. To preserve the originality of the study, a plagiarism screening was carried out, thereby ensuring compliance with research ethics.

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Details

Primary Language

English

Subjects

Music Education

Journal Section

Research Article

Authors

Duha Görkem Emekli ^*
0009-0007-2203-7356
Türkiye

Türker Erol
0000-0001-9746-8934
Türkiye

Early Pub Date

September 10, 2026

Publication Date

-

Submission Date

May 22, 2026

Acceptance Date

September 10, 2026

Published in Issue

Year 2026 Number: Advanced Online Publication

IZ

https://izlik.org/JA34MT74XG

Cite

RIS / Bibtex

APA

Emekli, D. G., & Erol, T. (2026). A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia. Journal for the Interdisciplinary Art and Education, Advanced Online Publication, 181-177. https://izlik.org/JA34MT74XG

AMA

1.Emekli DG, Erol T. A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia. JIAE. 2026;(Advanced Online Publication):181-177. https://izlik.org/JA34MT74XG

Chicago

Emekli, Duha Görkem, and Türker Erol. 2026. “A Comparative Analysis of Music Curricula for Grades 5–8 in Türkiye and Croatia”. Journal for the Interdisciplinary Art and Education, no. Advanced Online Publication: 181-77. https://izlik.org/JA34MT74XG.

EndNote

Emekli DG, Erol T (September 1, 2026) A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia. Journal for the Interdisciplinary Art and Education Advanced Online Publication 181–177.

IEEE

[1]D. G. Emekli and T. Erol, “A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia”, JIAE, no. Advanced Online Publication, pp. 181–177, Sept. 2026, [Online]. Available: https://izlik.org/JA34MT74XG

ISNAD

Emekli, Duha Görkem - Erol, Türker. “A Comparative Analysis of Music Curricula for Grades 5–8 in Türkiye and Croatia”. Journal for the Interdisciplinary Art and Education. Advanced Online Publication (September 1, 2026): 181-177. https://izlik.org/JA34MT74XG.

JAMA

1.Emekli DG, Erol T. A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia. JIAE. 2026;:181–177.

MLA

Emekli, Duha Görkem, and Türker Erol. “A Comparative Analysis of Music Curricula for Grades 5–8 in Türkiye and Croatia”. Journal for the Interdisciplinary Art and Education, no. Advanced Online Publication, Sept. 2026, pp. 181-77, https://izlik.org/JA34MT74XG.

Vancouver

1.Duha Görkem Emekli, Türker Erol. A comparative analysis of music curricula for grades 5–8 in Türkiye and Croatia. JIAE [Internet]. 2026 Sep. 1;(Advanced Online Publication):181-77. Available from: https://izlik.org/JA34MT74XG