RESEARCH ON PIANO COURSE DEVELOPMENT IN AN ETHNIC MINORITY UNIVERSITY
5
Issued Date
2025-05-31
Resource Type
eISSN
22540709
Scopus ID
2-s2.0-105011507464
Journal Title
Artseduca
Volume
43
Issue
43
Start Page
178
End Page
192
Rights Holder(s)
SCOPUS
Bibliographic Citation
Artseduca Vol.43 No.43 (2025) , 178-192
Suggested Citation
Mu M., Tayrattanachai N.O. RESEARCH ON PIANO COURSE DEVELOPMENT IN AN ETHNIC MINORITY UNIVERSITY. Artseduca Vol.43 No.43 (2025) , 178-192. 192. doi:10.5281/zenodo.15830413 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/111458
Title
RESEARCH ON PIANO COURSE DEVELOPMENT IN AN ETHNIC MINORITY UNIVERSITY
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Abstract
Objectives: This study examines the integration of ethnic minority cultures into university piano education in China’s multi-ethnic and multicultural context. This study examines how piano courses can be enhanced to maintain the characteristics of ethnic minorities while ensuring their cultures are well integrated into mainstream university curricula, enabling minority students to achieve better learning outcomes in piano education. Methods: This research extends existing university piano courses based on the ADDIE model and adopts qualitative research methods to develop an extended piano course specifically designed for minority students. The research spanned one semester (16 weeks), during which the extended course was systematically developed and implemented through comprehensive evaluations and feedback collection from experts, teachers, and ethnic minority students at different developmental stages. Results: This study examines the positive impact of incorporating minority music repertoire and cultural studies into the extended piano course on minority students’ learning outcomes. The analysis demonstrates that students not only improved their musical skills but also experienced strengthened confidence in their national culture. The integration approach successfully addressed the challenges faced by minority students in traditional piano education settings. Conclusion: The findings indicate a significant enhancement in both technical piano proficiency and cultural identity among minority students. The extended course model proves effective in bridging the gap between traditional Western piano pedagogy and ethnic minority cultural preservation, fostering a more inclusive educational environment. Implications: This research can be advantageous for educators, curriculum developers, and policy makers in multicultural educational contexts. The piano education model promotes active cultural engagement and stimulates holistic learning approaches. Educational institutions can utilize this extended course framework as an educational tool to advance equity and diversity. The findings have significant ramifications for expanding these results to broader educational areas and contributing to the realization of comprehensive equity and diversity in higher education. This study examines the potential for cultural integration in specialized music education.