Music Higher Education Curriculum in Portugal:‘Stuffed Brains or Well-formed Minds?’

Abstract

This article compares and analyzes the study plans and course structures for music degrees in instrumental
performance at higher education institutions (HEIs) in Portugal by looking at patterns and trends in their proper context.
We employed a mixed methodological approach, incorporating both qualitative and quantitative methodologies, to
guarantee a comprehensive and rigorous examination of the data. The study specified three analytical criteria: i) the
dominance of the main scientific field over other fields; ii) the adequate representation of non-practical, vocationally focused subjects aimed at enhancing employability; iii) the alignment of current curricular structures and programs
with the international trend of preparing students for portfolio careers (Bartleet et al., 2019). The curricular frameworks
exhibited an average concentration of four scientific fields, with an average allocation of 60% of the total credits (108
ECTS) dedicated to instrumental practice. The aforementioned significance establishes it as the primary scientific domain
within the applicable programs. The analysis of the representation of non-practical curricular units with a vocational
focus revealed a minimal presence, accounting for 1.1% (IES1, and IES4 [Ou HEI1 e HEI4?]) and 2.7% (IES7 [HEI7]) of the overall ECTS. This study demonstrates that the level of alignment with the global trend in the development of portfolio
careers (Bartleet et al., 2019) has only partially materialized. It highlights the necessity for higher education institutions (HEIs) to adopt a comprehensive approach to music education that addresses the ever-changing and conflicting demands of academia (knowledge), the market (action), and the individual (self) (Barnett & Coate, 2005). Additionally, it emphasizes the importance of establishing a specific legislative and regulatory framework that allows HEIs to effectively navigate the Derrida, (Clarke, 2011) between the artistic and the normative.