School music education in Hong Kong after returning to China: Policy, curriculum, and teaching practice

School music education in Hong Kong after returning to China: Policy, curriculum, and teaching practice

Palgrave handbook of global arts education

• Leung, Bo Wah The Education University of Hong Kong

• Barton, Georgina
• Baguley, Margaret

US

Palgrave Macmillan

2017

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFA Teaching Objectives, Curriculum & Evaluation

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Following the return of sovereignty to China in 1997, education reform in Hong Kong has been initiated and implemented on a massive scale. The Hong Kong Special Administrative Region (HKSAR) Government has made a concerted effort to improve the quality of education through the reforms, a point witnessed by the creation of a number of different policies and strategies over the course of the past decade. This chapter reviews the music curriculum reforms of 2002, and examines how education policy has impacted on school practices as a result. In the process, various issues, including the place of music in the school curriculum, assessment for learning, the motivation to learn, the nurturing of creativity, and the balance between Western and Chinese culture, are all examined.

• English

Book Chapters

• 9781137555854
• 9781137555847

https://bibliography.lib.eduhk.hk/bibs/22f37652

2017-05-02