ISSN: 2226-6348
Open access
At the basic education level in China, curriculum design and local curriculum research have become the focus of attention in recent years and have shown diversified developments.In 2017, the Chinese Ministry of Education released the Outline on Curriculum Reform at the Basic Education Level, suggesting that the core aspect of curriculum reform is curriculum implementation. However, the main way of curriculum content implementation is the design strategy of the curriculum. For curriculum designers, there is a need to study the components that make up the curriculum. This paper constructs a strategy model for music curriculum design through rooted theory by coding and analyzing data from 20 literature, 35 music teaching videos, and 15 music teacher interviews on music curriculum design strategy research. The study found that music curriculum design strategies at the basic education level are multidimensional and comprehensive in nature. The design principles embodied in the students' own music practice ability, the external environment of music teaching and the philosophical and theoretical system of music education constitute the overarching role in the curriculum design process, the theoretical system of music core literacy and the analysis of the educated's learning situation are the basis of the music curriculum design, and attention is paid to the students' subjectivity, practice and the diversity of the curriculum content in the design process.
Chandler, M. D. (2018). Improvisation in elementary general music: A review of the literature. Update: Applications of Research in Music Education, 37(1), 42-48. http://dx.doi.org/10.1177/8755123318763002
Clauhs, M. (2018). Beginning band without a stand: Fostering creative musicianship in early instrumental programs. Music Educators Journal, 104(4), 39-47. http://dx.doi.org/10.1177/0027432118768383
Du, S. (2021). Change in music teaching conception in primary school in context of core competences. Chinese Music Education, (4), 18-23. http://dx.doi.org/10.3969/j.issn.1003-1138.2021.04.004
Gage, N., Low, B., & Reyes, F. L. (2020). Listen to the tastemakers: Building an urban arts high school music curriculum. Research Studies in Music Education, 42(1), 19-36. http://dx.doi.org/10.1177/1321103X19837758
Hammer, L. A. (2020). Teaching elementary school music: A composition approach (Master’s thesis). Retrieved from ProQuest.
Langley, D. W. (2018). Students’ and teachers’ perceptions of creativity in middle and high school choral ensembles. Music Education Research, 20(4), 446-462. http://dx.doi.org/10.1080/14613808.2018.1433150
Larsson, C. (2019). A Deweyan take on improvisation as an experience: An example from a Swedish Year 4 music class. In G. G. Johansen, K. Holdhus, C. Larsson, & U. MacGlone (Eds.). Expanding the Space for Improvisation Pedagogy in Music (pp. 66-81). Routledge.
Mellizo, J. (2020). Music education, curriculum design, and assessment: Imagining a more equitable approach. Music Educators Journal, 106(4), 57-65. http://dx.doi.org/10.1177/0027432120917188
Pellegrino, K., Beavers, J. P., & Dill, S. (2019). Working with college students to improve their improvisation and composition skills: A self-study with music teacher educators and a music theorist. Journal of Music Teacher Education, 28(2), 28-42. http://dx.doi.org/10.1177/1057083718787825
Shen, Y. (2020). Improvement of the teaching of layout design course in multicultural context. Guangxi Education, (5), 67-68.
Siljamäki, E., & Kanellopoulos, P. A. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113-139. http://dx.doi.org/10.1177/1321103X19843003
Wu, B. X. (2021). Research on music appreciation teaching strategies in junior high school that point to core literacy (Doctoral dissertation). Retrieved from CNKI.
Zhuang, Y. S. (2016). The application of diversified music teaching methods in music education in Colleges and universities. Shenzhou (Mid-term Journal), (11), 26-26. http://dx.doi.org/10.3969/j.issn.1009-5071.2016.11.024.
In-Text Citation: (Hui & Wong, 2023)
To Cite this Article: Hui, L. C., & Wong, W. H. Y. (2023). A Study of Music Curriculum Design Strategies in the Context of Core Literacy——A Qualitative Study Based on Grounded Theory. International Journal of Academic Research in Progressive Education and Development, 12(1), 1337–1353.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode