Abstract

The quality of an education system could be observed through the consistency between curriculum theory and educational practice. Particularly, Chile's curriculum expresses that creativity assumes a vital role in music education, both in primary and secondary education levels. In this study, the creativity is positioned as a predictor variable in the model, confirming the curriculum theory statistically. However, findings demonstrate that creative activities are scarcely carried out in educational practices, to the point that the higher the educational level, the less the creative activity. In conclusion, the consistency between curriculum theory and educational practice is under scrutiny. Therefore, future studies should not be focused on the confrontation between generalist and specialised teachers as such approach downplays the debate about pedagogical competences.