Abstract

Introduction: The present article reviews the state of the art on both current and historical views on music education, highlighting agreements and disagreements, with the aim of constructing and validating a model for music teaching. Methodology: A thorough literature review was conducted to determine the construction categories and subsequent design of the model, which was then validated by teachers from different age groups within the education sector. Results: There is a high valuation of the model itself, but on the other hand, there are some discrepancies for teachers of formal and non-formal education. Additionally, there was tension regarding whether the use of music theory is strictly necessary in education, as well as the hierarchical order in music concerning rhythm, melody, and harmony, respectively. Discussions: According to the findings of this study, the model is validated for all educational levels. Furthermore, both old and modern paradigms can coexist instead of being mutually exclusive. Conclusions: A model for general music teaching in the 21st century must be flexible enough for each teacher to use it confidently, relying on their expertise.