In Hong Kong, the principle of 'one curriculum framework for all' applies to all students, including students with special educational needs (SEN) (EDB 2020. "Special Education Needs." https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6-14) study Music with one of its overall aims 'to develop creativity' (CDC 2003. "Music Curriculum Guide" ("Primary 1 - Secondary 3"). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID. Copyright © 2021 Routledge.

This study investigates how a class of university music students who engaged in a 'lived' experience of informal learning adopted methods and strategies to complete a self-learning 'aural copying' performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the students' written reflections. The findings showed that they used the methods of intensive listening, using technology, and collaborative learning, as well as the strategies of putting their knowledge of music theory into practice, substitution of instruments, and learning a new instrument in order to emulate the sounds of various instruments. They found this an interesting task that gave them opportunities to improve their musicianship, and they became more sensitive to different voice parts.
[Copyright © Cambridge University Press 2017 ]

Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong.
Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong.
Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong.
Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, "Perceived value and nature of learning spoken English" and "Self-efficacy and expectation about learning English."
Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face

This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance the reflective practice of student-teachers. Two cases of in-service, part-time student-teachers of a music teacher programme who conducted an individually adapted action research project are documented. Qualitative data was collected. Triangulation and discussion with participants were used to verify the findings. The findings indicate that teachers valued the enhanced opportunity for them not only to reflect and improve professional practice in teaching, but also to help their students to learn better. Teachers experienced positive classroom changes and developed ownership of their professional growth. Constraints noted include the lack of experience in action research at the beginning, and the lack of time for teachers to prepare curriculum materials, given their heavy workload of teaching.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2011.553280 ]

This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the music learning of participants, their feelings about learning music, their perceptions of parental expectations of the learning of different subjects, and music learning in schools. A detailed analysis was conducted to understand the views of participants on attainment value, task value, task difficulty and intrinsic motivation. Based on the results, a theoretical framework was derived that includes three developmental stages: (1) initial motivation, (2) short-term involvement and the learning process and (3) long-term involvement and ongoing commitment. The study contributes to the understanding of the developmental trajectory of these Asian participants by detailing intrinsic and extrinsic factors that impacted on their musical development.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2011.553278 ]