Abstract
With particular reference to school music education in China, this chapter will examine the under-researched relationships between social transformation, composition/improvisation, creativity, and education reforms in the global age. The chapter will adopt a qualitative content analysis of official documents, selected music textbooks, and other relevant literatures to demonstrate and discuss the extent of music composition/improvisation for individual expression and extra-musical learning taking shape in the social context of China. This chapter will also present a discussion on selected textbook materials and how school music education may help initiate a dialogue on the delivery of improvisation activities to cultivate creativity in the music curriculum in two pairs of relationships: between the promotion of contemporary multicultural values and Chinese ethnic and patriotic education, and between the cultural and creative narratives of individualism and collectivism.
| Original language | English |
|---|---|
| Title of host publication | The Routledge Companion to Teaching Music Composition in Schools |
| Subtitle of host publication | International Perspectives |
| Editors | Kirsty Devaney, Martin Fautley, Joana Grow, Annette Ziegenmeyer |
| Place of Publication | New York |
| Publisher | Routledge |
| Pages | 64-75 |
| Number of pages | 12 |
| Edition | 1st |
| ISBN (Electronic) | 9781003184317 |
| ISBN (Print) | 9781032026268, 9781032026299 |
| DOIs | |
| Publication status | Published - 17 Aug 2023 |
