A Comparative Study of Chinese and French Primary School Music Education Curriculum Concepts
29
Issued Date
2022-01-01
Resource Type
ISSN
13004832
eISSN
21482403
Scopus ID
2-s2.0-85172001784
Journal Title
Educational Administration: Theory and Practice
Volume
28
Issue
3
Start Page
156
End Page
172
Rights Holder(s)
SCOPUS
Bibliographic Citation
Educational Administration: Theory and Practice Vol.28 No.3 (2022) , 156-172
Suggested Citation
Men T. A Comparative Study of Chinese and French Primary School Music Education Curriculum Concepts. Educational Administration: Theory and Practice Vol.28 No.3 (2022) , 156-172. 172. doi:10.52152/KUEY.V28I03.769 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/90272
Title
A Comparative Study of Chinese and French Primary School Music Education Curriculum Concepts
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Music education is essential for children's intellectual, social, and emotional development. The primary school music education curricula in China and France are two of the most significant music education systems in the world. This study attempts to compare the principles and objectives of these two curricula and uncover parallels and contrasts. The primary goals of this research are to conduct an analysis of the music education curriculum concepts taught in primary schools in both China and France, to identify the similarities and differences between these curricula, and to evaluate the potential impact that these differences may have on the musical development of young children. In this study, a comparative analysis methodology is utilized to investigate the music education curriculum of elementary schools located in both China and France. The process of doing the analysis entails conducting interviews with music instructors in both nations, reviewing the pertinent literature, and examining the curriculum materials. According to the findings of the study, the primary school music education curricula in China and France have some goals in common, including the promotion of cultural awareness, the development of students' musical skills, and the encouragement of creativity. Yet, there are also major discrepancies in the conceptual frameworks of the curriculum, the instructional strategies, and the evaluation strategies. The study emphasizes the significance of comprehending the cultural and historical settings of music education systems in various countries.