VIRTUAL MADRID FOCUS ON PEDAGOGY
Abstract
The People’s Republic of China is a multi-ethnic country made up of 56 ethnic groups, which means that Chinese folk music is characterised by its great richness and diversity, as well as its marked regional peculiarities. With the development of economic globalisation, multicultural music from around the world has gradually been introduced into Chinese primary school music classrooms, promoting exchange and fusion between local and global cultures. The aim of this study is to analyse the content and form of Chinese folk music and multicultural music in primary school music education, diagnose its current state of implementation in teaching practice, and provide a theoretical basis and recommendations. The study focuses on the following questions: Do schools use resources appropriately to enrich lessons? Is the distribution of folk and multicultural music content in teaching materials balanced? Do teachers have the cultural and musical knowledge necessary to teach both types of music? The study uses the documentary analysis method, systematises the results of domestic and foreign research, and conducts an exploratory analysis based on the educational reality. The results indicate that schools have not yet sufficiently integrated diverse musical resources into their teaching plans; there is an imbalance in the distribution of content in teaching materials; and teachers still need to improve their cultural understanding and teaching skills. The study points out that the integration of Chinese folk music and multicultural music into primary music education should be promoted from three aspects: curriculum design, teaching material development, and teacher training.
Qi Zhu is a lecturer in Music Teaching Methodology at Guangdong University of Education, specializing in music education with a primary focus on primary school music education. She holds a Ph.D. in Education Sciences from the University of Granada, Spain. Her research focuses on music education in primary schools, particularly from the perspective of music teachers. She has published articles in international journals and participated in multiple research projects and academic conferences, with additional interests in multicultural music education.
Oswaldo Lorenzo Quiles is a Full Professor in Music Education at the University of Granada. He holds a PhD with Extraordinary Award (UNED) and received a National Education Research Prize (2004). With extensive academic leadership experience, he has coordinated international projects across Europe and Latin America and served as evaluator for major quality agencies. He has supervised 18 doctoral theses and published over 150 high-impact journal articles (e.g., PLOS One, Comunicar). His research focuses on teacher education, educational innovation, and international cooperation.