Skårberg’s article discusses music history teaching in today's primary and secondary schools, as well as in higher education. The current curriculum for Norwegian music education places few restrictions on what is regarded as significant from the musical past. As such, the function of music history in education is no longer obvious, but must be discussed in light of the multifaceted cultural conditions of our time. The author argues that this can be seen as a symptom of a more fundamental uncertainty concerning the status of music education in today's society. As an example, the article refers to a debate on higher music education in Norway from 2009 in which such issues were raised. Finally, the author discusses some historiographical aspects of music that emphasise the fact that music is always historically situated, both on a social as well as on an individual level. Music history must therefore be considered a central topic in today’s music education.

Keywords: Music history, music education, curriculum, cultural analysis.