Comparative Study of Music Theory Courses: Faculty of Education, Chulalongkorn University, and Music Examination Institutes in the United Kingdom

Abstract

This paper is a comparative study aimed at studying and comparing the content scopes of the Faculty of Education, Chulalongkorn University’s western music theory syllabus 2549 B.E., and corresponding three syllabuses from the United Kingdom (The Associated Board of the Royal Schools of Music; ABRSM, Trinity College London and London College of Music Examination; LCME) eligible for examination in Thailand. Four music theory syllabuses and relevant documents were purposively selected based on those in use in 2565 B.E. The research methodology involved the use of a data recording form to document the scope of content, data analysis using content analysis techniques, and the application of Bereday's comparative research theory. The results are presented in two main sections. The first section provides an overview of the syllabuses, including information on the structure of the examination organization and assessment criteria. The second section focuses on the content scope data obtained from comparing the similarities and differences among the four syllabuses. The content scope of the examinations is categorized into three levels: the foundational level, emphasizing a fundamental understanding of basic theories; the intermediate level, focusing on a deeper comprehension of more complex theories and their practical application, analysis, and basic composition; and the advanced level, which highlights advanced theoretical analysis in music, including its application in short compositions, along with an assessment of knowledge in the fields of music history and literature.