Teachers need theory to teach music and drama to children because:

• Can describe factors related to the teacher, the children, the family, social, and cultural influences, and class room environment
• 3 components: instructions, learning processes, learning outcomes
• Directs teacher in providing sequential experiences for understanding a rhytmic pattern or gain techniques
• Describe child’s need
• Demonstrate learning outcome
• Thoughtful guide to what they do
• Lead children to their maximal musical development

Facets of a child-centred curriculum in music

• Knowing the children’s knowledge level, skills, interests, learning styles, developmental stage, culture and family background. There should not be generalization.
• Beginning where the children are by providing lessons that kead children from familiar to the unfamiliar, let children participate actively, offer variety of lesons.
• Allow time for musical play and exploration such as discover musical sound, play instruments, experimentation, and personal expression through music.
• Integrate music into other parts of a child’s life such as stories, movements, language arts, maths, science etc.