This paper examines the effects of computerised music instruction on student motivation to learn music through a case study of five secondary schools in Hong Kong. Two main types of music software were used: the sequencing Technology-based Music Learning (TBML) type for composing, arranging and creating sound projects and the closed-package Computer-assisted Music Instruction (CAMI) type for enhancing musical knowledge such as the introduction of the musical instruments, Chinese operas and music theory. The researcher observed 16 lessons and 2sessions of extra-curricular activities in all and interviewed 5 teachers and 44 students. Analysis showed that use of the divergent sequencing software generated more student interest. It also showed that peer and independent learning took place more readily and that students demonstrated musical understanding more vividly through their creative work. When using the closed-package CAMI software, most teachers and students enjoyed the attractive visual effects, the organised sequential instruction and efficient feedback. The results may help music educators to review several pressing issues in the 21st century, including music curriculum design catering for teenagers with different learning styles when using music technology. The results may also have implications for teaching styles, changes in the teacher’s role with increased student autonomy, and the need for hardware and software support for classroom music lessons.
[Copyright © 2002 The Hong Kong Institute of Education.]

In order to help student teachers to clarify what they know about art, thus to improve the quality of learning and teaching about art for kindergarten teachers, an action research was designed and implemented during the Qualified Kindergarten Teacher Education Course offered by the Hong Kong Institute of Education. This paper presents the changes of conception of art for the student teachers in the course. Before and after the art activities, the students were invited to discuss as well as complete open-ended questionnaires to express their own ideas on art. They were requested to explain what they thought art is for themselves as well as for the early childhood children. It is interesting to find that after they had undergone the process of the project they showed that art is not only for art’s sake. Art activities mean more than an abstract term. Then the relationship between art learning and other aspects of children’s development was identified and disputed.
[Copyright © 2000 The Hong Kong Institute of Education.]

Music teaching in Hong Kong has played a minor role in the pre-primary educational curriculum, and music education in the kindergarten is one of the weakest areas. These are undesirable as the all-round development of young children is at stake. In this paper, a strategic implementing procedure is recommended to preschool educators. It aims to enable them to engage in early childhood creative activities and to feel more comfortable about introducing singing and other kinds of music making - Musical Games, Musical Mapping, Musical puzzles, Highlighting, Creative Movement and Storytelling. Music and Movement are special dimensions in the pre-school children classroom. The Song-Experience-Games strategy to be introduced here provides children with opportunities for aesthetic experiences at their own level, with the experience games built on the song work as a learning tool for the development of social awareness; the strategy also affects children in such a way that they are better able to think, to invent, to discover, to respond and to communicate. Such a variety of explorations and the process of problem solving and creation will enhance the self-esteem and confidence of children of all ages. The Creative Music Curriculum implications are discussed in this paper. The subjects of this research are kindergarten teachers and supervisors.
[Copyright © 2000 The Hong Kong Institute of Education.]

The aim of the paper is to discuss the thinking process of a preschool teacher's knowledge of child development and the concept of creativity in designing art activities. The design of an art curriculum will reflect the adults' knowledge of child development (Morgan, 1995). Child development knowledge is very important in designing art activities for promoting children's creativity. The design of curriculum will depend on teacher's training, teaching experience, observation skills, concept of their theories of creativity and child development and the ability to reflect (Ngan 2006). Schon (1987) suggested 'theories-in-use' 'reflection-on-action', which indicate the importance of the teacher's thinking. A qualitative methodology was applied in a study of a typical preschool in Hong Kong. A semi-structured interview was conducted. Video-tape recordings of the classroom teaching was used as a stimulated recall of the activities to find out the rationale, focus of the activities and the reflection of the teacher. The findings indicate that the teacher needs to develop her observation skills in order to be more sensitive to children's needs. Finally her knowledge of creativity and children development are very important.

The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the critical importance of balancing breadth and depth in the curriculum before honing in on breadth as being in particular danger in the current climate. After analyzing the major threats to breadth in American higher education, the article looks overseas to find a new case for the value of breadth in the curriculum. It focuses on Hong Kong's university system, where a large-scale, multiyear project is underway to graft a fourth year of general education onto a three-year model of discipline- or profession-specific training. The resulting contrast between American institutions discarding curricular breadth while foreign universities rediscover it is telling. This topic has particular relevance for Christian colleges and universities as they seek the holistic development of their students.
Copyright of Christian Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15363759.2015.973344