认为，因此，谁教音乐的问题直接关系到小学的文化。例如，如果一间小学教室的课不止由一名教师讲授，为了让孩子为中学教育做好准备，音乐就不能例外。然而，如果小学老师教所有的课程科目，不应该对音乐做特别的安排，因为这可能会降低孩子参与的信心，现在小学老师负责教所有的课程科目。特别是，全国课程音乐工作组在1991年明确指出，在这种情况下，支持通才教育工作者的一个重要论点是，他们愉快地承担音乐教学的责任，从而对儿童对音乐课的态度产生积极的影响。一种把音乐作为一门特殊的学科，需要由一位具有极其丰富的音乐知识和技能的特殊教育家来教授的教学模式，使孩子们认为音乐不是所有人都能接触到的。然而，如果每个小学老师都参加音乐课，学生们就会意识到音乐是适合每个人的.
加拿大音乐作业代写:音乐教育
takes the view that Therefore, the question of who teaches music has a direct bearing on primary school’s culture. If, for example, the lessons of a primary classroom taught by not only one teacher, in order to prepare the children for secondary education, music cannot constitute an exception. While, if the primary class educators teach all curriculum subjects, not special arrangements should be made for music, because this might reduce children’s confidence to get involved with Nowadays, primary teachers are responsible to teach all the curriculum subjects. Particularly, the National Curriculum Music Working Group specified in 1991 that Under these circumstances, an important argument in favour of the generalist educators is that by taking agreeably the responsibility to teach music, they influence positively children’s attitudes to music lesson. A teaching model which concerns music as a special subject and needs to be taught by a special educator with extremely musical knowledge and skills, leads the child to the assumption that music is not accessible for all. However, if every primary school teacher takes part in music lessons, the pupils realise that music is for everyone
