HARMONY AND DISSONANCE: MUSIC TEACHING IN THE SPECIAL PROGRAM IN THE ARTS CURRICULUM

Education

The study aimed to describe the lived experiences of music teachers in the Special Program in the Arts (SPA). The qualitative phenomenological study design is utilized to gain deeper understanding of their specific challenges faced, coping mechanisms employed, perceptions on program effectiveness, and insights to enhance implementation. Findings reveal major difficulties including lack of dedicated music rooms, shortage of qualified instructors, teachers holding non-music related degrees, and insufficient instruments and learning materials. Additional hurdles involve handling mixed grade levels simultaneously, and relying on personal belongings or makeshift alternatives that limit practical learning depth. These conditions create a clear gap between curriculum requirements and actual school realities, often leaving non-specialist teachers feeling insecure and struggling to meet technical demands. Despite these obstacles, teachers persevere through collaboration with colleagues, experts, and local government partners to share resources and workload. They also extensively utilize technology, digital platforms, and online sources to sustain instruction, though this approach tends to favor Western musical models over local traditions. Motivation is maintained through self-care, work-life balance, and strong support systems, while inspiration comes from witnessing students develop talents, build confidence, perform well in events, and pursue music careers. Teachers play a vital role in creating meaningful learning experiences, instilling discipline, and fostering holistic growth. Results suggest improving implementation through adequate funding, better facilities, specialized training especially for non-specialists, and empathic leadership. Strengthened partnerships with the community and local government units are also recommended. This study provides valuable information for administrators and curriculum developers to design better support systems. It also encourages the Department of Education to uphold high standards, ensure sufficient resources, and promote cultural preservation.

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