Abstract:

The provision of music education is deeply ingrained in the cultural legacies of many countries across the globe, including China. It is essential to improve the music education system in order to better serve the demands of modern students, since the number of beginning musicians continues to rise. This study's main goal is to investigate reforms in music education through a comparative analysis of three essential music education systems, with a particular emphasis on popular music pedagogy. The study explores the field of music education in China, focusing on the Kodály, Orff, and Dalcroze approaches. There are similarities between these approaches, including the focus on collaborative learning, the development of musical literacy, and the encouragement of active learning. They are especially relevant in the context of Chinese education since they are consistent with cultural norms. However, there are differences in how they have developed historically and how they have been incorporated into the Chinese educational system. This evaluation stands out for highlighting the difficulties that music education institutions encounter, particularly with regard to the availability of resources and teacher preparation. In addition, a key component of the reform goal is the inclusion of contemporary musical genres in popular music education. This study explains the similarities, differences, and implications for China's music education environment by carefully examining these approaches and doing a methodical analysis of the body of available research.

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