歷年來我國的音樂教育，內容大多注重西化的教育，原住民兒童極少有機會在學校音樂教育中，學習本族的音樂、藝術和文化。學校設了音樂課，原住民的音樂卻不受重視。原住民族在與整體社會同步邁向氣化的過程中，政府各項政策與措施，仍未能促使質文化和教育有積極振興的效果，尤其原住民音樂教育依舊深陷於結構性的劣勢地位。 本文探討「藝術與人文」領域課程實施的現況中，原住民文化和音樂之關係、原住民音樂教育研究之概況以及目前原住民音樂教育面臨之課題等面向作探討。作者分析了各版本教科書內容，發現各教材版本中原住民音樂、藝術、文化淪為配搭的性質或甚而完全被忽略。最後提出具體的策略，期盼決策者和執行重新考量原住民音樂教育的定位，作為研擬和修訂音樂教育課程實施之參考，期能對我國原住民音樂教育的推動和落實，有實質之助益。

Music education in Taiwan is very much westernized. Aboriginal children seldom have an opportunity to learn tribal music, art, and culture as a part of formal school education. Music lessons may be taught in schools, but aboriginal music is not heard. Government policies and administration for the modernization of aboriginal people and of society in general seems to have not had a positive effect on the promotion of aboriginal culture and education. Aboriginal music was, and still is structurally inferior in the curriculum of music education. Based on the “Arts and Humanities Guidelines” of the Grade 1-9 Curriculum, this study describes the inferior status of aboriginal music in formal music education. Quality of teachers, teaching methods, and contents of textbooks are analyzed and reported with the hope that policy makers and administrators would reconsider the significance of aboriginal music education. Implications and suggestions of the study are provided in an effort to bring substantial benefit to the promotion and practice of aboriginal music education.