Abstract
Ho's book explores music education in China, and how creativity, education reforms, and social transformation can be enabled through music. The essential elements of music discussed include perception and creativity, sources and stimulation, and the integration of musical creativity in diverse cultures and participation. It focuses on three Chinese cities; Changsha, Hong Kong Special Administrative Region of China, which have creative industries and Shijiazhuang, which has cultural industries.
Readers will gain insights into the introduction of creativity into the Chinese education system through music, particularly during the pandemic. The author analyses official documents, selected music textbooks adopted by schools, and in-depth interviews with both students and teachers. These interviews reveal the underbelly of the dilemmas of introducing creativity into schools through music education.
The volume will be of interest to those keen to increase creativity in teaching through music, and researchers in the fields of creativity and music education. It will also interest students undertaking Chinese, teacher education or Music.
Readers will gain insights into the introduction of creativity into the Chinese education system through music, particularly during the pandemic. The author analyses official documents, selected music textbooks adopted by schools, and in-depth interviews with both students and teachers. These interviews reveal the underbelly of the dilemmas of introducing creativity into schools through music education.
The volume will be of interest to those keen to increase creativity in teaching through music, and researchers in the fields of creativity and music education. It will also interest students undertaking Chinese, teacher education or Music.
Original language | English |
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Place of Publication | London |
Publisher | Routledge |
Number of pages | 240 |
Edition | 1st |
ISBN (Electronic) | 9781003351313 |
ISBN (Print) | 9781032397696 |
Publication status | E-pub ahead of print - 7 Apr 2023 |