Examination of technical approaches and exercises in the curriculum of qanun education: the case of Tunisia

The qanun instrument, which holds a distinctive place in Tunisian music, stands out as an integral part of both the traditional repertoire and modern musical interpretations thanks to its unique timbre and technical performance characteristics. The aim of this study is to examine the qanun education curricula implemented in music education institutions operating in Tunisia and to evaluate, based on expert opinions, the benefits of the technical approaches and exercises applied within these curricula. The study seeks to provide a guiding resource for both music educators and students receiving training in this field, as well as to present significant data for researchers interested in qanun education. Document analysis and semi-structured interview methods were employed in the research. Within the scope of the study, curricula, course contents, teaching methods, and practical approaches used in Tunisian music education institutions were examined in detail. In addition, rich and original data on how qanun education is shaped in practice were obtained through interviews conducted with experienced instructors working in the field. The collected data were analyzed, highlighting both the strengths of qanun education and the areas requiring improvement. The findings demonstrate that qanun education in Tunisia is not merely a process aimed at transmitting technical skills, but rather a multidimensional field of education that contributes to the preservation of cultural identity, the development of aesthetic sensitivity, and the enrichment of emotional expression. Qanun education is thus regarded as an important bridge that carries Tunisia’s cultural heritage into the future. By addressing the cultural and educational dimensions of qanun education together, this study makes a new and original contribution to the existing literature.