The Comparative Theoretical Framework Analysis of the 2009 Secondary Music Course Teaching Program and 2018 Secondary Music Course Teaching Program

The importance of the education systems in the developed societies not only increases the quality of life of the country but also sheds light on many aspects of developing societies. The researches on educational systems are both the consequences and the necessities for them. Student-centered approaches have increased their popularity especially in recent years and have even formed backbones of the mixed systems. In addition, due to the fact that science is a cumulative field, within the scope of educational sciences, educational systems are planned in order to reveal new information by using the previous information. The secondary school music course curriculum of 2009 has been reconsidered and introduced in 2018. The aim of the study is to examine these two programs comparatively and to make evaluations based on these examines. The comparative reviews and analysis reveal the structure of the program and its applicability. It is important in terms of allowing it to be improved during not only development and planning process but also during application process. As a result of the research, the findings were analyzed. In the study, some similarities and some differences have been observed in many respect between 2009 education curriculum and 2018 secondary education music curriculum. “Singing, playing, and listening” learning areas in 2009 secondary school music curriculum was changed in 2018 secondary school music course curriculum, and “playing” taken out and it was combined as “singing-listening” learning area