Book contents
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
Appendix: Teacher Questionnaire
Published online by Cambridge University Press: 13 April 2021
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
Summary
Please answer the following questions. Except where specified, please tick (✓) the appropriate box.
Section 1
1. Do you think music reveals values of human society?
2. What values are important to your music teaching? (Tick any boxes you feel apply.)
3. Do you think school music reveals the values of human society?
4. Do you welcome the idea of having compulsory music education for the whole of primary and secondary music education as part of lifelong education?
5. Do you believe learning music facilitates learning other subjects and/or enhances skills that students use in other learning areas?
6. Do you think extended music education (or extracurricular music activities) has a positive effect on the social achievements of students in schooling?
Section 2
7. I like to teach the music culture of other countries.
8. I like to teach traditional Chinese music and Chinese folk music.
9. I like to teach local music culture.
10. Do you think that we should help students acquire more knowledge of traditional Chinese culture and custom in your music teaching?
11. Do you think that we should help students acquire more knowledge of multicultural education in your music teaching?
12. Do you find yourself capable of teaching multicultural education in school?
▭ No The reasons are: (Please only “✓” the three most important factors.)
( ) Not given adequate training
( ) Not enough teaching materials
( ) Not welcomed by students
( ) Not supported/encouraged by my school
( ) Not my interest to teach world music
( ) Not enough time in my teaching schedule
( ) Not important to teach, as compared with traditional Western and Chinese music in music learning
( ) Other reasons (please state:)
▭ Yes The reasons are: (Please only “✓” the three most important factors.)
( ) Adequate training
( ) Enough teaching materials
( ) Welcomed by students
( ) Supported/encouraged by my school
( ) My preference is to teach world music
( ) Enough time in my teaching schedule
( ) Important to teach and learn, having equal status to traditional Western and Chinese music in music learning
( ) Other reasons (please state:)
13. Which subjects do you believe should include information about other cultures?
- Type
- Chapter
- Information
- Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China , pp. 325 - 334Publisher: Amsterdam University PressPrint publication year: 2021