Analysis of the Correlation between Folk Music Education and Chinese Traditional Culture*

By Xu, Ning | Kuram ve Uygulamada Egitim Bilimleri, October 2018 | Go to article overview

Analysis of the Correlation between Folk Music Education and Chinese Traditional Culture*


Xu, Ning, Kuram ve Uygulamada Egitim Bilimleri


In recent years, it has been the consensus of the public that folk music is inseparable from Chinese traditional culture. However, the research on the correlation between folk music education and Chinese traditional culture requires further study.

In the previous researches, some analyzed the importance of Chinese traditional culture to folk music education (Ho, 2003), and some studied the role of Chinese higher education in the inheritance and development of folk music (Chen-Hafteck, 2007). Some systematically elaborated on folk music and its educational history (Brand, 2003). Some proposed the establishment of the music education system under the background of traditional culture (Mori, 2002), and some focused on the specific strategy for the inheritance of Chinese traditional culture in music education (Ilari, Chen-hafteck & Crawford, 2013). Despite frequent demonstrations of the concepts of general music education, folk music education, folk music history, Chinese traditional culture, etc. in the previous research results, there is still a lack of a systematic analysis of the relationship between folk music education and Chinese traditional culture.

In view of the deficiencies in previous research results, this paper analyzed the correlation between folk music education and Chinese traditional culture. Specifically, the promotion of Chinese traditional culture for the folk music education were elaborated in terms of understanding, inheritance, and creation of folk music; the significance of folk music education for Chinese traditional culture was analyzed from three perspectives of enhancing students' folk music competency, stimulating students' interests for traditional culture, and promoting students' recognition of traditional culture.

This paper falls into five parts, namely part 1 of introduction, part 2 of the status quo of folk music education, part 3 of the main aspects of Chinese traditional culture, part 4 of detailed analysis of the correlation between folk music education and Chinese traditional culture, and part 5 of the conclusion.

Status quo of folk music education

China is a multi-ethnic country, and various ethnic groups have produced distinctive folk music in the long history of development. So far, China's folk music of all ethnic groups contains hundreds of thousands of songs and hundreds of musical instruments (Whitcomb, Berger & Schmidt, 2011). Typical folk songs and instruments are shown in Table 1 and Table 2, respectively.

At first, the development of folk music relied mainly on folk inheritance. With the establishment and improvement of the modern education system, the folk music embarked on the right track of educational inheritance. However, due to external and internal factors, the development of the current folk music culture has slowed down, and the status quo of folk music education is not optimistic. In terms of the external reason, although the folk music education has always been valued by people, insufficient personnel and capital investment have made the folk music education seriously lags behind the demand of folk music culture for a period of time. The folk music of some ethnic groups has even disappeared. At the same time, the influx of foreign music culture has also a certain degree of impact on folk music education, resulting in students' low interest in folk music learning, insufficient folk music curriculum set by universities, and low attention to folk music education from the society. Internally, the folk music education witnesses old-fashioned teaching philosophy, simple and single teaching methods, and superficial cultural potential development. For the oldfashioned teaching philosophy, teachers strictly follow the syllabus, which limits the initiative of teachers to a certain extent. Under the simple and single teaching methods, students learn according to the curriculum design without enough active participation, failing to achieve mutual benefits of teaching and learning. …

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