Abstract

Despite the fact that “the curriculum seemed largely determined by the ‘philosophy’, that is to say, the theoretical perspective of individual teachers”, it also mediates and fosters perspectives, questions and approaches in teachers. In this sense, the objective of this paper is to clarify and criticize the philosophical understanding of the musical experience established by the Chilean music curriculum, collaborating to solve the lack of study and research on these bases, as well as revealing its implications for Chilean music teachers. To develop this objective, offer a brief review of the different points of view on the musical/aesthetic experience in music and music education in relation to the musical, philosophical and educational criticisms of Violeta Hemsy Gainza. Next, analyze the Chilean music curriculum and develop a discussion according to the implications for music teachers of the e school. Finally, a conclusion and final thoughts will be considered.