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Prof. Wai-Chung Ho

B.Phil (University of Exeter), M.A. (UCL, Institute of Education), Ph.D. (UCL, Institute of Education)

Professor, Department of Music

Funding:

  • GRF
    HK$500,160

Introduction

  • No extant study directly comparing the learning and teaching of creativity education in school music education in China has been found. Serious consideration of how musical and non-musical elements can be learned and taught will hopefully resolve ongoing arguments over the inclusion of creativity education in Chinese music education curricula. The project is designed to study the status of music in creativity education in China in order to provide a fuller understanding of the process of music creativity in school music learning. A theoretical contribution to cultural diversity and creativity in education is the first long-term impact. This project intends to examine, in a general and exploratory way, the issue of music cultures and creativity education in a specific framework of theory and world knowledge (i.e., beyond China-focused studies). It is an attempt to draw upon a framework and apply it to improve music education and to create a framework of creativity that takes into account the environment and social contexts of creativity in music teaching and learning. Taken together, theoretical articulation and refinement in creativity, music cultures, and school music education is underdeveloped, lagging behind the practical explorations in international knowledge. Beyond the contribution to the improvement of international knowledge and understanding of creativity in school music education, this project will assess the importance of creativity from a music education point of view and from the perspective of diverse music cultures. 

Abstract

  • With particular reference to school music education in China, the project studies the under-researched relationships between social transformation, cultural diversity, creativity, and education reforms. Education, knowledge, information, and creativity are progressively becoming driving forces behind our new social, cultural, and educational structures. In response to social change, this project examines the development of school music education in China, focusing on culture-based creativity. The concept of culture-based creativity in education goes beyond artistic achievements in thinking imaginatively or metaphorically, challenging the conventional, and calling on symbolic and affective elements to communicate. Based on an examination of the nature of creativity and its diverse cultures in music education and forms, this project explores the challenges of fostering creativity in school music education in general. The essential elements of music education include perception and creativity, stimulation, the enjoyment and adventure of seeing and hearing and of trying things out, the integration of musical creativity in diverse cultures, and achieving new effects in school education. These initiatives and changes have also seen ever-increasing dynamism in the artistic creation of cultural reforms in school music education. 

Methodology

  • The project analyses the impact of relevant social change on creativity in music education. It employs multiple research and data-collection methods, including the analysis of official documents and official approved music textbooks; other relevant literature; a student questionnaire; in-depth and semi-structured interviews with students, teachers, and school leaders; and non-participant observation of music lessons in primary and secondary schools.