Cyprus’ Music Schools, which were established in 2006 as part of the public secondary education system, offer a dual program that combines general academic education with intensive music education. These schools have played a decisive role in promoting musical excellence and cultural heritage, while simultaneously preparing students for higher education and professional careers in music. However, their curriculum remains largely based on traditional models, placing particular emphasis on Western classical music and local folk traditions, with limited incorporation of contemporary music practices.

This study explores student views on their educational experiences in the Music Schools of Cyprus, aiming to contribute to the future design of curricula through the lens of student voice. Recognizing students as key stakeholders in music teaching and learning (Cook-Sather, 2020; Fielding, 2012), the research seeks to address three central questions: a) Which music subjects from the music schools’ curriculum do students consider most useful and which less useful? b) Which musical experiences do they regard as more and less meaningful? c) What changes do they propose for enriching the curriculum and their overall musical experiences?

Through thematic analysis of responses to open-ended questionnaires completed by 128 lyceum students from across Cyprus, aged 15–18, this study highlights students’ preferences and aspirations. The findings indicate a clear preference for music performance-based subjects, such as individual instrumental/vocal lessons and participation in ensembles, as well as experiences like concerts and collaborative events with other schools, musicians, or cultural institutions. Conversely, subjects such as Byzantine and traditional music do not appear to align with the interests of many students, particularly those inclined toward more contemporary musical trends.

Students, while acknowledging the value of many existing music subjects, suggest enriching the curriculum through the inclusion of popular music genres, more opportunities for composition and conducting, enhanced musical collaborations, and a broader range of instrument choices, including more modern instruments. These proposals highlight the need for a more flexible, inclusive, and student-centered curriculum. The present study proposes that in future curriculum reviews, student voice should be taken into account in educational planning, adopting a pedagogical model that balances traditional approaches with innovation and responsiveness to the diverse interests of today’s young musicians (Biesta, 2006; Green, 2008; Tuovinen, 2024). 

• Music and sound education experiences, values, and practices
• Curricula and critical approaches

Natassa Economidou Stavrou is a Professor of Music Education in the Department of Music and

Dance at the University of Nicosia in Cyprus. She has presented papers at international

conferences regarding music curriculum, teachers and children’s attitudes towards Music as a

school subject, early childhood music education, music teacher education, students as curriculum

co-negotiators, and effective music teaching. Her work has been published in refereed journals

and books. She served on the board of the International Society for Music Education (ISME)

from 2020 to 2024 and on the board of the European Association for Music in Schools (EAS)

from 2015 to 2019. Natassa has co-coordinated the design and development of the latest Cyprus

National Curriculum for Music, after appointment by the Ministry of Education in Cyprus.

Dr. Georgia Neophytou: 2015-2024 Music Inspector of Music Schools and Secondary Schools-

General Education accordingly. She earned her PhD from the NKUA in the field of Music

Education (Authentic Assessment of students). She is an MA holder from Sheffield University

(Musicology and Performance), an MSc holder in Education, Leaderships and Management from

University of Limassol and has a ΒΑ Hons in Music from Colchester Institute, Essex, England.

Dr. Neophytou is actively involved in music research, has conducted music education workshop

sessions and made presentations throughout Belgium, Italy, Austria, China, Greece, USA,

Lithuania etc. An active music education writer, she has published many papers and articles that

have appeared in numerous Greek and international music education journals. Since Sept. 2024

she is the Head of a District Office, Ministry of Education, Cyprus.

Clio Konstantakou is a graduate of the Department of Music Studies at the Ionian University,

holding an Integrated Master's degree in Music Science and a Master of Arts in Music Pedagogy

in Schools and the Community. As part of the Erasmus+ Program, she studied at the University

of Music and Performing Arts in Vienna and completed a teaching assistant internship in Music

Pedagogy at the University of Nicosia. She has taught as an academic scholar in the field of

Music Pedagogy, in the Music Education Programme for infants and toddlers, and in the

Summer School of Ionian University. Additionally, she has worked as a music educator and

facilitator in kindergartens, music schools, training institutes, and other institutions. She is also a

member of the working group for the digital repository 'Singing Greek.'