Contemporary Challenges in Learning and Teaching Folk Music in a Higher Education Context: A Case Study of Hua'er Music

Autor/inn/en	Yang, Yang; Welch, Graham
Titel	Contemporary Challenges in Learning and Teaching Folk Music in a Higher Education Context: A Case Study of Hua'er Music
Quelle	In: Music Education Research, 16 (2014) 2, S.193-219 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2013.878324
Schlagwörter	Folk Culture; Music Education; Case Studies; Teaching Experience; Learning Experience; Singing; Foreign Countries; Informal Education; Higher Education; Teaching Methods; Musicians; Qualitative Research; Interviews; Coding; China + Suchen Sie Ihr Suchwort? Musikerziehung; Case study; Fallstudie; Case Study; Lernerfahrung; Gesang; Ausland; Informelle Bildung; Nichtformale Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Musiker; Qualitative Forschung; Interviewing; Interviewtechnik; Codierung; Programmierung
Abstract	Literature reviews suggest that traditional approaches in folk music education are not necessarily compatible with the conventions of formal music education. Whilst many recent studies have tended to define these non-classical music learning contexts as "informal", the practice of folk transmission music appears to be much more complex and fluid in the real world. This case study presents an example of teaching and learning experiences of folk singers in a contemporary society in Western China. In this particular context, "informal learning" was found to be influenced by "formal" music practices, whilst a "formal approach" in a classroom has found to be reversely altered by the "informal oral tradition" that was recently proposed in Chinese Higher Music Education. Based on qualitative interview data from four musicians, three major findings are reported on current transformations of Hua'er music practices. Pedagogical suggestions were further discussed on a possible dual-input (was termed "formal" and "informal" in Jaffurs's study) learning approach, which may contribute to the success of folk music education at college level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10