Overview of research work of Prof. Leung on Cantonese opera in Hong Kong and Guangzhou

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 18-20
Author(s):  
Bo-Wah Leung
Keyword(s):  
Hong Kong ◽  
Cultural Identity ◽  
Music Education ◽  
Community Education ◽  
Research Work ◽  
Traditional Music ◽  
Research Centre ◽  
Research Gaps ◽  
National Education ◽  
Cantonese Opera

It is important to recognise and transmit the importance of traditional music. Professor Bo-Wah Leung, Research Centre for Transmission of Cantonese Opera, The Education University of Hong Kong, recognises the value of this and wants to establish improved methods of communicating the cultural importance of Cantonese opera and thereby inspiring an appreciation for this among the current generation of young people as well as future generations. Bo-Wah founded the Research Centre in 2018 and this is where he leads various research projects devoted to improving how teachers can impart the importance of traditional music onto their students. Currently, Leung is working on a project called National education as cultural education: developing students' Chinese cultural identity with learning and teaching Cantonese opera in Hong Kong and Guangdong, with a view to surveying the current state of teaching the genre in primary and secondary schools in Hong Kong and Guangdong and determining the extent to which students' Chinese cultural identity have been developed through learning the genre. Leung believes there are significant research gaps regarding Cantonese opera and he is exploring the transmission of Cantonese opera in Hong Kong through school music education, community education and higher education. In doing so, he is filling research gaps, including the transmission modes of apprenticeship and conservatory tradition; students' motivation about learning Cantonese opera; teachers' confidence and interest in teaching Cantonese opera; the undergraduate programme and curriculum for nurturing professional Cantonese opera artists; creativity of Cantonese opera artists; and informal learning in community settings.

scholarly journals Challenges to globalisation, localisation and Sinophilia in music education: A comparative study of Hong Kong, Shanghai and Taipei

2006 ◽  
Vol 23 (2) ◽  
pp. 217-237 ◽  
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Music Teachers ◽  
Mainland China ◽  
Traditional Music ◽  
School Cultures ◽  
Chinese Music ◽  
School Music ◽  
Musical Practices ◽  
Other World

In the past, the music curricula of Hong Kong (HK), Mainland China and Taiwan have focused on Western music, but with the advent of music technology and the new tripartite paradigm of globalisation, localisation and Sinophilia this has begun to change. Hong Kong, Shanghai and Taipei share a common historical culture and their populations are mainly Chinese, but their recent socio-political experiences have been diverse. This paper aims to explore the secondary school cultures of Hong Kong, Shanghai and Taipei by examining the similarities and differences between their musical practices and the ways in which they have delineated this tripartite paradigm. Data are drawn from questionnaires completed by 5,133 students (1,750 from HK, 1,741 from Shanghai, and 1,642 from Taipei) attending grades 7 to 9 and interviews with their 46 music teachers between March and August 2004. The survey data show that students from the three communities much prefer Western classical and popular music to their respective forms of local traditional music and to traditional Chinese styles. Though most music teachers recognise the importance of teaching traditional Chinese music, local traditional music, and other world music in schools, they believe that it is difficult to teach different types of music in the classroom. This article argues that globalisation is leading to a common cosmopolitan culture of Western musical learning in school; the emergence of traditional Chinese music, local music, and socio-political movements challenge globalisation in school music education.

scholarly journals Transmitting Cultural Identity in Schools through Traditional Music: A Case Study of Three Districts in Zimbabwe

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Shadreck Mataruse
Keyword(s):  
Cultural Identity ◽  
Music Education ◽  
Music Teachers ◽  
Traditional Music ◽  
Qualitative Approach ◽  
Music Instruction ◽  
Traditional Songs ◽  
Teaching Music ◽  
Teachers And Parents

Traditional music may be used to transmit and preserve cultures of various societies in schools. To address the above concern, the researcher carried out a study on traditional music performances in three Zimbabwean districts. The study employed a qualitative approach. Audio visual recordings, interviews and questionnaires were used for data collection. The population comprised members from three districts and music teachers from the selected schools. The study revealed that music education may be of meaningful value to societies when local traditional songs are used. The study also disclosed that traditional music plays a pivotal role in instilling the expected norms, values and standards in children.  Respondents advocated that traditional songs should be taught to young generations because, through these, the young can learn the behaviour they are expected of, to become functional members of the society. The research recommends that local traditional songs should be used in teaching music. What is taught in schools should be culturally relevant to and affirming of the students’ lived realities. The school authorities should encourage the inclusion of local traditional songs in music instruction. Teachers and parents should also work together to transmit culture through generations using oral and literal means. 

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