Unheard Melodies: Exploring the Underrepresentation of Music in the Intermediate MAPEH Curriculum

This study explored the experiences of MAPEH teachers regarding the underrepresentation of music in the intermediate MAPEH curriculum in Kiamba III District, Division of Sarangani. Using a qualitative multiple-case study design, five purposively selected MAPEH teachers participated in semi-structured interviews. Data were analyzed through Braun and Clarke’s thematic analysis and strengthened through cross-case comparison, member checking, and expert validation. Findings revealed that limited instructional time, inadequate learning resources, insufficient musical instruments, competing curriculum priorities, and limited opportunities for meaningful musical engagement constrained music instruction. Despite these challenges, teachers employed adaptive strategies such as integrating music across learning areas, utilizing digital learning resources, collaborating with colleagues and community musicians, and encouraging independent learning among learners. Cross-case analysis further showed that teachers viewed music as an important avenue for creativity, self-expression, confidence building, emotional well-being, and cultural appreciation. The findings suggest that the limited emphasis placed on music within the MAPEH curriculum restricts opportunities for holistic learner development. Strengthening music education through improved resource allocation, teacher support, professional development, and curriculum implementation may enhance learners’ creative, emotional, and cultural competencies. The study contributes to educational policy and practice by providing context-specific evidence on the challenges and opportunities associated with music education in Philippine elementary schools.