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Teaching traditional music in the school curriculum is facing different challenges worldwide, Taiwan is no exception. This paper focused on the Music Curriculum revision after the localization movement in Taiwan. Music was introduced into school curriculum as early as 1898 during the Japanese ruled period, but traditional Taiwanese music was omitted from the colonial education. After War World II, the central government of the Republic of China moved to Taiwan in 1949, because of nationalist ideology and the national language policies, the government demanded that education needed to be based on Chinese culture, ignoring Taiwanese culture. A very limited Taiwanese music was included in the music textbooks.
Taiwanese localization movement in the 1970s emphasized the importance of a separate Taiwanese culture rather than the culture from mainland China. The movement involved teaching of history of Taiwan, geography and culture from a Taiwan?centric perspective. Later, local culture education was added in the National Curriculum Standards revision of 1993 and 1994, not only in the form of the national language, but thirteen indigenous languages, including Hoklo, Hakka, and eleven aboriginal languages. The revision emphasized incorporating Taiwanese music into curriculum that enabled students to develop a mutual respect for the rich heritage in Taiwan. New subjects of “Local Culture Teaching Activities” for elementary schools, and “Folk Arts Activities” for junior high schools were added. These subjects focused on the need for teaching Taiwanese culture which included teaching Taiwanese music. Music teachers and local culture specialists were invited to teach these subjects.
Current curriculum was implemented in 2001; its goal is not only to emphasize on native culture, but also to advocate multicultural education. Students are required to take one of the thirteen different indigenous-language courses from grades one to six, and to start English lessons at the third grade. The subject of music is integrated with visual art and performing art as the Arts and Humanities learning area. The scope of music learning embraces Taiwanese music and world music.
Due to historical and political background, teaching of traditional music includes traditional Chinese music as well as Taiwanese music. There are many genres in Taiwanese music, only a few genres are taught in schools : folk songs, instrumental music, Taiwanese opera and Taiwanese puppetry. Students learn Taiwanese music through singing, chanting, listening, playing instruments and movement, etc. Taiwanese songs, including Hoklo folk songs, Hakka folk songs and music of aboriginal tribes, are introduced to replace a large portion of Chinese folk songs and to help students learn a variety of Taiwanese music in the music textbooks.
Because of the cultural and instructional needs, music teachers are facing the challenges of teaching Taiwanese music. Empowering music teachers should be an imperative goal for teacher education programs. This paper will discuss various programs for teacher education. Audio and video excerpts will be played to illustrate a few examples of teaching traditional music in Taiwan.
Taiwanese localization movement in the 1970s emphasized the importance of a separate Taiwanese culture rather than the culture from mainland China. The movement involved teaching of history of Taiwan, geography and culture from a Taiwan?centric perspective. Later, local culture education was added in the National Curriculum Standards revision of 1993 and 1994, not only in the form of the national language, but thirteen indigenous languages, including Hoklo, Hakka, and eleven aboriginal languages. The revision emphasized incorporating Taiwanese music into curriculum that enabled students to develop a mutual respect for the rich heritage in Taiwan. New subjects of “Local Culture Teaching Activities” for elementary schools, and “Folk Arts Activities” for junior high schools were added. These subjects focused on the need for teaching Taiwanese culture which included teaching Taiwanese music. Music teachers and local culture specialists were invited to teach these subjects.
Current curriculum was implemented in 2001; its goal is not only to emphasize on native culture, but also to advocate multicultural education. Students are required to take one of the thirteen different indigenous-language courses from grades one to six, and to start English lessons at the third grade. The subject of music is integrated with visual art and performing art as the Arts and Humanities learning area. The scope of music learning embraces Taiwanese music and world music.
Due to historical and political background, teaching of traditional music includes traditional Chinese music as well as Taiwanese music. There are many genres in Taiwanese music, only a few genres are taught in schools : folk songs, instrumental music, Taiwanese opera and Taiwanese puppetry. Students learn Taiwanese music through singing, chanting, listening, playing instruments and movement, etc. Taiwanese songs, including Hoklo folk songs, Hakka folk songs and music of aboriginal tribes, are introduced to replace a large portion of Chinese folk songs and to help students learn a variety of Taiwanese music in the music textbooks.
Because of the cultural and instructional needs, music teachers are facing the challenges of teaching Taiwanese music. Empowering music teachers should be an imperative goal for teacher education programs. This paper will discuss various programs for teacher education. Audio and video excerpts will be played to illustrate a few examples of teaching traditional music in Taiwan.
목차
Ⅰ. Background
Ⅱ. Taiwanese People
Ⅲ. Localization Movement
Ⅳ. Music Curriculum and Local Culture Education
Ⅴ. Traditional Music Taught in Schools
Ⅵ. Teacher Education
References
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