The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this study was to investigate the types of musical activities carried out in preschools for children aged 3–6 years in two contrasting cultural settings: Spain, a Mediterranean European country, and Hong Kong, a special administrative region in China. Participants were 398 teachers in preschools, 199 in each location. We administered a survey in which we asked how often they carried out 19 musical activities. In our analysis, we considered these activities independently and clustered by content (based on the type of musical practice involved) and nature (based on the potential of the activity to foster creativity). Participants in Hong Kong reported carrying out eight activities most often while participants in Spain reported carrying out four activities most often. Regarding content, Singing and Voice activities were provided most often in Hong Kong, whereas Rhythmic Movement activities were provided most often in Spain. Regarding nature, Reproductive activities were carried out more often than Creative activities in both locations. Contrary to our expectations, Creative activities were carried out more often in Hong Kong than Spain. We conclude that there are mismatches between the curriculum for music and actual practices in both cultures, with repetitive musical practices being the most prevalent. Implications are discussed for curriculum designers, teacher educators, and teachers themselves. Copyright © 2023 The Author(s).

Globalisation has significantly influenced preschool education around the world, including Hong Kong, where the official curriculum framework has recently integrated the Western notion of creativity as part of arts education, forming a new learning area: Arts and Creativity. The purpose of this study was to investigate how Hong Kong preschool stakeholders perceived Arts and Creativity and its viability in practice. We interviewed 20 teachers, 10 principals, and 20 teacher educators specialising in arts education (N = 50). Descriptive statistics and thematic analysis were used. Findings showed that Hong Kong preschool stakeholders: (1) perceived most Western pedagogical characteristics as important but not fully viable in the local context; (2) expressed that children’s arts creativity is fostered from a low/null to a moderate extent, due to constraints such as parental demands, time, and resources; (3) suggested strategies to maximise children’s arts creativity focusing on curricular amendments, parental education, teacher preparation, and societal changes at large. We conclude that Arts and Creativity is not perceived to be implemented in accordance to the official curriculum framework. The study reveals the need to ‘glocalize’ this learning area in the Hong Kong context. Implications for moving forward in arts creativity preschool education are discussed. Copyright © 2023 Pedagogy, Culture & Society.

Hong Kong students’ declining motivation levels in learning music have become an alarming issue and a challenge for music educators. At the same time, while expressing an interest in popular music, local students have limited opportunities to study the genre as part of their formal school curricula. It leaves the question of what kinds of teaching strategies and music materials should be constructed to provide students with educational and musical values in the school music curriculum. The present study explores the effects and responses of implementing popular music education in the local classroom, examines students’ motivational levels and, the psychology of music learning based on the self-determination theory.A teaching approach was created based on the concepts from informal learning practices with the addition of singing elements, namely the Sing by Ear project. The approach is tailored to the Hong Kong classroom music context, as instruments and spacious practice rooms are not required when resources are limited. The project aims to provide a comprehensive music learning approach in which confidence, and satisfaction, and musicianship through listening, creating, and performing could be earned collaboratively and simultaneously with the activity. The current research was administered under the explanatory sequential approach, which involves two phases of data collection: a quantitative phase followed by a qualitative phase. By employing the convenience sampling method, 323 participants (aged 11- 14) were invited to the three-month project. Students were involved in singing cover songs by ear instead of reading music notations in an a cappella setting. A mobile learning strategy was adopted due to the enforcement of social distancing measures following the outbreak of the COVID-19 pandemic.Data were collected by pre-test and post-test survey instruments and student interviews to determine (1) the extent of self-determination for having formal school music lessons

The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents (N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings. Copyright © 2023 The Author(s).

Although studying music at school can be an enriching and enjoyable experience, it is an unpopular choice for many Hong Kong senior secondary students. The purpose of this study was to examine the rationale behind the low enrolment of music as a Hong Kong Diploma of Secondary Education (HKDSE) subject. A questionnaire was conducted among senior secondary school students (N = 121) studying music at the HKDSE level, collecting information about their learning experiences and their perceptions of the curriculum. The results provided evidence supporting the difficulties and struggles faced by the students, including degrees of familiarity with, and confidence about, subject matters of different musical cultures, which subjects were prioritised when it came to studying, and the amount of prior specialist knowledge needed as part of the decision-making process. Tensions were revealed between the driving forces behind curriculum change and the readiness of students to cope with these changes, along with perceptions of music as an elitist subject with low utilitarian value. Socio-cultural interventions, such as making music education more accessible for all, while simultaneously ensuring that stakeholders' voices are heard as part of the decolonisation process, remain fundamental challenges facing the curriculum. Copyright © 2022 Sage Publications.

Few large-scale studies have examined how prepared early childhood educators feel to teach music and movement to young children. This paper is part of a survey study conducted with 1,019 Hong Kong kindergarten teachers. We investigated their prior music and movement educational experiences (extracurricular activities, pre-service courses, in-service professional development), their perceived usefulness of such experiences, as well as their perceived confidence and readiness to teach music and movement in kindergartens. Differences according to teaching experience and educational qualifications were analyzed. Findings reveal the need to strengthen teachers’ preparation in music and movement, especially among beginning educators. Limitations are discussed. Copyright © 2022 Universidad Complutense de Madrid.