In a music curriculum, singing is considered one of the most accessible and immediate activities, through which a variety of aspects of music can be learned. In primary education, singing is a very common activity that plays an integral role in developing musical skills while contributing to the overall process of learning. For learners to get a better grasp of musical concepts, the curriculum should include a variety of styles and genres. Possible difficulties associated with signing in the musical curriculum may include the following:   * Difficulties in providing signing opportunities for the entire class;   * Addressing the requirements to adapt to changes in voices that occur during adolescence;   * Developing a music repertoire that will support the learner’s progression in the subject. Composing is another element of music curriculum that promotes a variety of experiences among learners such as experimenting, organizing ideas, making decisions as to the chosen direction, and overall exploring musical genres and styles. Composing is essential for musical curriculum since it encourages interactions with musical concepts and their application in practice. Possible difficulties can include:   * Planning classes in a manner that would allow learners to compose during it;   * Incorporating composing into every unit of work during class;   * Creating a supportive environment for encouraging creative work among students. Playing instruments is another element of music curriculum that helps learners expand their knowledge as well as provide a tool for their practice of composing. This element of the curriculum is important since it promotes the overall music literacy and competence through rhythms, melodies, and songs (not just isolated sets of skills) (“Music: Arts Education” 7). With regards to playing instruments, the following difficulties may arise:   * Making sure that all students are satisfied with the instrument they are supposed to play;   * Creating an environment that will not limit the learners’ opportunities to play instruments;   * Developing a repertoire that will encourage learning to play the music of different genres. Musical development is usually greatly supported by learning how to listen with attention and concentration; thus, listening is another aspect of the musical curriculum that helps students to be more open to learning. It can be stated that listening activities make up the core of the critical engagement processes that involve analysis, review, and evaluation. Moreover, listening is an important contributor to developing composing and performing skills among learners. Possible difficulties associated with listening in the musical curriculum may include the following:   * Planning and structuring classroom lessons to allow some space for listening activities;   * Incorporating visual aids for supporting the ability of learners to pay more attention to their listening skills;   * Making sure that the teacher represents a model of listening. In music curriculum, moving does not only allow students to express themselves and connect with music on a deeper level; it also facilitates healthy development and encourages physical activities that can take many forms (Izumi-Tay