ANALYSIS AND EVALUATION OF MELODIC INSTRUMENT EXERCISES IN LOWER SECONDARY SCHOOL MUSIC TEXTBOOKS

Under Vietnam’s 2018 General Education Curriculum, instrumental instruction is essential for developing students’ musical competence. This study analyzes melodic instrumental exercises in lower secondary Music textbooks (grades 6-9) across three current textbook series. Using content analysis, comparative analysis, and criteria-based evaluation, it examines exercise quantity, instrument selection, design, and pedagogical orientation. The findings show that, while all series adopt a competency-based approach and emphasize practice, they differ notably in their designs. One follows an open approach without specified instruments, offering flexibility but limited systematic progression. The two others adopt standardized use of recorder and keyboard, supporting more structured skill development with varying levels of technical guidance. These results provide implications for improving instrumental instruction in lower secondary music education.