Multicultural Music Education in Chinese Middle School General Music Classes, 1978–1988

Abstract

This historical study is an extension of an earlier study “The Origins of Multicultural Music Education in Chinese Secondary Schools’ General Music Classes.” In the earlier study, I examined multicultural music education in middle school music classes in the People’s Republic of China from 1989 to 2010. The present study examines the same topic during an earlier time period, 1978–1988. Primary sources are national syllabi issued by the Chinese Ministry of Education and State Education Commission. The study concludes that during the time period Chinese multicultural music education highlighted the diversity of Chinese music culture, involving music from 56 nationalities in the People’s Republic of China. The findings, along with the findings of the earlier study, reveal trends in multicultural music education in Chinese schools.

Principles of using the Kodály method in Chinese music education: synthesis of traditional educational elements of Chinese musical culture and Zoltan Kodály’s music teaching approaches / Principios de la aplicación del método Kodály en la educación musical china: síntesis de elementos educativos tradicionales de la cultura musical china y el enfoque pedagógico de las enseñanzas musicales de Zoltan Kodály

“…However, Kodály's method, which promotes the earlier start of music education based on folk music, is in line with Chinese kindergarten teaching approaches, promoting traditional Chinese culture and achieving better physical and mental development of children (Jin, 2019). In secondary school, music education is multicultural, as it uses the folk music of 56 nationalities living in the People's Republic of China in the learning process (Le, 2023). In the continuation of music education at the level of colleges and universities, the Kodály method is also used, which allows you to train your musical abilities and improve your singing skills (Wei, 2022).…”

“…No obstante, el método Kodály, que fomenta el inicio temprano de la educación musical basada en la música popular, es coherente con los enfoques pedagógicos de la etapa preescolar en China, fomenta la cultura tradicional china y facilita el desarrollo infantil, tanto mental como físico (Jin, 2019). En la escuela secundaria, la educación musical es multicultural, puesto que, en el proceso de aprendizaje, hace uso de la música popular de las 56 nacionalidades que habitan la República Popular China (Le, 2023). El método Kodály también se utiliza en la continuación de la educación musical a nivel postsecundario y universitario, puesto que permite entrenar las habilidades musicales y mejorar las aptitudes de canto (Wei, 2022).…”