At the recent Conference of the International Society for Music Education (ISME 2020), was expressed the reflection for the central role of western art music in teaching music theory, altogether with the concern about the "low inclusion of musical genres and categories of other cultures ”(Kraan, 2020, p. 213). In fact, the importance of teaching domestic music genres is important "for developing links with the cultural heritage of the social environment of students" (ibid., p. 215). These remarks are in line with the principles of the US National Association for Music Education (NAfME), while a similar approach is reflected in the UK's Key Stages (Department for Education UK).

In the Curriculum of Primary and Secondary Education of Greece, "a corpus of western European orientation is invented, for exclusive school use, […] [which] is enriched with elements from folk music traditions, but not independently, but strictly mediated […]. In this way, are formed and consolidated practices which consist informal forms of preventive censorship against the various forms of Greek music culture" (Zoumbouli & Kokkonis, 2016, p. 186). A recent survey of music preferences in Attica (Souliotis & Emmanuel, 2016) "shows a distinction between a relatively common between social classes field of music consumption, which favors social integration [popular music], and a field of music [consumption], which is more strongly associated with the higher status groups and favors social discrimination [art western music]” (ibid., p. 89). 

Greek research on the teaching of music in Secondary Education emphasizes on the one hand the importance of the Curriculum, the teaching practices and the material aspects, and on the other hand highlights the importance of teaching the history of western art music. Similar research in Primary Education underlines the importance of domestic music categories, especially Greek traditional music, both in the educational material and the educational process. Overall, the quantitative and qualitative utilization of Greek and international music genres and categories in Primary and Secondary Education is investigated in a recent mixed methodology research (Kalopana, 2021), which highlights the lack of Greek art music in both educational material and teaching practice. Therefore, excluding domestic art production from the content of teaching, Greek music is reduced to a cultural capital of reduced complexity (Tsetsos, 2020). Further interpretation of the results based on Bourdieu's theory of cultural capital highlights the importance of osmotic and educational contact with cultural creations, as through it pupils acquire not only culture but also the type of relationship they will develop in the future with (Bourdieu, 1977), linking the importance of the educational process with the reproduction of culture and social stratification.

The findings of the bibliographic review, which was briefly presented, will be sought, in the context of the proposed announcement, in the Greek Music Curriculum of recent years (Interdisciplinary Unified Curriculum Framework - Analytical Curriculum 2003; Curriculum of Music in Primary - Secondary Education, 2021), as case studies.

• Ιδεολογίες και κοινωνικές-πολιτικές αξίες στα προγράμματα σπουδών μουσικής

Magdalini Kalopana is a Musicologist (PhD) and an Educator (Med). She holds an Integrated Master’s Degree in Musical Studies, and a PhD. in Musicology, both by the Department of Music Studies - School of Philosophy of the National and Kapodistrian University of Athens (being a scholar of “A. Papadakis” legacy and the State Scholarships Foundation/IKY). Also holder of the Master's Degree "Studies in Education"  with Performance Excellence (Hellenic Open University). Member of the Editorial Board of the periodicals Polyphonia (2002), and Corithian Scientific Review (2020), serves also as Curator of D. Dragatakis Archive and Friends Society and of the periodical Music in First Degree (issues 12-13 & 14), being also member of the International Musicological Society / IMS (2016). He has published extensively on Greek Art music and music in education. Her work on innovative and collaborative European education programs eTwinning is reflected in the bilingual edition Canzoni Europee Infantili-European children's songs, Atene, 2017, ISSN: 979-0-9016150-0-7. Τwenty years of teaching experience to pupils and students (Primary Public Education, Institute of Vocational Training Ag. Anargyron & Chalandriou), as well as adult educator (eTwinning Seminars/2016-2022, Fast training for teachers-NKUA/4-6.2021, Curriculum-Institute of Educational Policy/ 2021-2022). During the academic year 2021-2022 is being detached to the Department of Music Studies/NKUA, having also spent one year on secondment at the Department of Theatre Studies/NKUA (2019-2021).