A brief discussion on the status quo of folk music education in normal colleges in China

With the development of medicine, people are more and more aware of the status quo of autistic children. At the same time, more people are concerned about how to help autistic children to establish their social ties, so as to make them have a better life. In recent years, some researches have found that music has generally become a tool for autistic children to communicate with society. Therefore, this paper attempts to emphasize and study how music treats autism from the perspective of music expression and music learning. And then provide reference for more music education attempts.

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Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy

Journal of Popular Music Education ◽

10.1386/jpme_00007_1 ◽

2019 ◽

Vol 3 (3) ◽

pp. 469-485 ◽

Cited By ~ 1

Author(s):

Colleen B. Maybin

Keyword(s):

Music Education ◽

Culturally Relevant Pedagogy ◽

Culturally Relevant ◽

Art Music ◽

Status Quo ◽

Western Art ◽

The Status ◽

Western Art Music ◽

Service Music ◽

Relevant Pedagogy

Scholars theorizing in the area of social justice and music education argue that music has the potential to prepare students to engage in a society that cultivates personal freedom and democratic participation. The continued reliance on values and practices of Western art music within music teacher education has resulted in a disconnect between this discourse and professional practice. The status quo perpetuates conditions that limit accessibility, privilege western art music and maintain whiteness as ‘normal’. In this article, I suggest that this disconnection can be addressed by introducing culturally relevant pedagogy within music education training programmes. Culturally relevant pedagogy, focusing on reflexive practice and place-based education, requires pre-service music educators to think deeply about experiences of marginalized music education students and critically examine the values and beliefs they hold. Embedding the values of culturally relevant pedagogy within music education training creates space for music from different cultural contexts including popular music.

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The Application of Piano Accompaniment in Folk Music

Frontiers in Business, Economics and Management ◽

10.54097/fbem.v1i1.11 ◽

2021 ◽

Vol 1 (1) ◽

pp. 5-7

Author(s):

Qian Zheng

Keyword(s):

Folk Music ◽

Instrumental Music ◽

Status Quo ◽

Musical Instruments ◽

Good Luck ◽

Modern Music ◽

The Status ◽

History Of

Piano accompaniment has a history of more than one hundred years. Chinese national instrumental music has a long history and rich culture, which is an indispensable part in the history of Chinese folk music. With the development and change of modern music, Chinese folk music has entered an era of diversified development. As the "king of Musical Instruments", the combination of piano and Chinese national instrumental music was born by good luck. This paper mainly serious piano accompaniment used in folk music in the production, the status quo, so that more people understand, accept and pay attention to this new things, and even more to develop and innovation, to create more excellent works.

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Expressing Culture: Teaching and Learning Music of Ghana, West Africa

General Music Today ◽

10.1177/1048371318792228 ◽

2018 ◽

Vol 32 (1) ◽

pp. 26-29

Author(s):

Karen Howard

Keyword(s):

Music Education ◽

West Africa ◽

Teaching And Learning ◽

Veteran Teachers ◽

Status Quo ◽

General Music ◽

Music Culture ◽

Culture Teaching ◽

The Status ◽

Traditional Song

In recent years, there has been much criticism of multiculturalism for its failure to address the power and privilege that keep the status quo in music education. Continued support and education is needed to grow preservice, practicing, and even veteran teachers’ skills in teaching and learning music genres from a broader range of music cultures. To that end, the purpose of this column is to examine the potential for bringing music from Ghana, West Africa, into the general music setting. A brief introduction to the music culture of Ghana is presented first, then a traditional song with teaching suggestions, followed by a list of suggested print and recorded resources.

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