Teaching musical creativity in Hong Kong primary schools: A review of the immediate past and the current situation of teaching and learning through technology

Teaching musical creativity in Hong Kong primary schools: A review of the immediate past and the current situation of teaching and learning through technology

The 5th Asia Pacific Symposium on Music Education Research: The University of Washington, Seattle, Washington, USA, July 14-16, 2005: APSMER 05

• Tang, Pan Hang Benny

• Morrison, S. J.

Seattle, Washington

School of Music, University of Washington

2005

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFC 教學方法與效果
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

• Hong Kong

• 1997.7 onwards

• 小學教育

Until the reforms of the late 1990s, the music curriculum for Hong Kong primary schools focused largely on singing, instrumental playing and listening. Musical creativity, on the other hand, had been largely neglected. In 1997, the Government of the Hong Kong Special Administrative Region of the People’s Republic of China announced that Hong Kong would be transformed to become a ‘knowledge-based’ society. The old school curriculum deemed to be deficient in terms of the intended policy initiatives. A reform of the education system took place with nine generic skills, in which creativity is regarded as one of the main foci, being introduced.Undoubtedly influenced by a large body of research findings that support the contention that Information Technology is a powerful tool for assisting students to learn to compose music, fourteen primary schools in Hong Kong have been set up with computer-based music rooms with the financial support of the Quality Education Fund (QEF). Of these fourteen schools, twelve have focused on the application of technology on musical creativity and teachers in these schools employ various forms of information technology to promote learning through creative music activities. Some methods have proven successful while others have been less so.This paper discusses the implementation of technology-based teaching of musical creativity and analyses the teaching strategies used by the twelve QEF-supported schools. The paper concludes by proposing alternative technology-based strategies — derived from the experience of other countries — that may have the potential to increase the effectiveness of teaching for musical creativity in Hong Kong schools. Copyright © 2005 School of Music, University of Washington.

• 英文

章節

https://bibliography.lib.eduhk.hk/tc/bibs/875e5a05

2020-04-27