School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten

School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten

• Lau, Wing Chi Margaret The Education University of Hong Kong
• Grieshaber, Susan Monash University Peninsula Campus

British Journal of Music Education, 2018

Cambridge University Press

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• Q Philosophy of Education, Educational System & School At Different Levels
  • QJ Educational Institutes, Colleges, Research Institutes, Various Universities

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity. Copyright © 2018 Cambridge University Press.

• English

Journal Articles

• 02650517

• 10.1017/S0265051717000250

https://bibliography.lib.eduhk.hk/bibs/ff2736dd

2018-07-11