Revival Voice: The Enlightenment of Folk Music Education to the Historical and Cultural Inheritance of College Students
Article Sidebar
Main Article Content
Abstract
With the development of society and the diversification of culture, the inheritance of history and culture has become an important issue. As a new generation of intellectuals, college students bear the heavy responsibility of inheriting and developing history and culture. The purpose of this paper is to explore the enlightenment of national music education to the historical and cultural inheritance of college students. Based on the comprehensive analysis of relevant literature and empirical research, this paper studies the basic connotation of folk music and its relationship with college students' education, puts forward the ways of promoting college students' folk music education from the aspects of internal research and external research, and analyzes the role of folk music in college students' historical and cultural inheritance. It is found that the countermeasures to carry out the education of folk music in ordinary colleges and universities are to arrange the curriculum reasonably, improve the teaching staff, make use of the campus environment, create a good atmosphere of folk music culture, make use of local folk music cultural resources, and carry out folk music teaching. Through the implementation of these methods, we hope to expand the influence of folk music and promote the inheritance of folk music culture among Chinese youth groups.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Asmus, E. P. (2021). Motivation in music teaching and learning. Visions of Research in Music Education, 16(5), 31.
Becker, J. (2019). Traditional music in modern Java: Gamelan in a changing society. Honolulu, HI: University of Hawaii Press.
Born, G., & Devine, K. (2015). Music technology, gender, and class: Digitization, educational and social change in Britain. Twentieth-Century Music, 12(2), 135-172.
Bresler, L., & Stake, R. E. (2017). Qualitative research methodology in music education. Critical Essays in Music Education, 113-128.
Brocken, M. (2022). The British folk revival. Oxford, UK: Taylor & Francis.
Cantalupo, N. C. (2008). Campus violence: Understanding the extraordinary through the ordinary. JC & UL, 35, 613.
Gaunt, H., & Westerlund, H. (Eds.). (2016). Collaborative learning in higher music education. Abingdon, UK: Routledge.
Gebesmair, A. (2017). Global repertoires: Popular music within and beyond the transnational music industry. Abingdon, UK: Routledge.
Gordon, T., Fischer, M., Malone, D., & Tower, G. (2002). A comparative empirical examination of extent of disclosure by private and public colleges and universities in the United States. Journal of Accounting and Public Policy, 21(3), 235-275.
Hess, J. (2019). Music education for social change: Constructing an activist music education. Abingdon, UK: Routledge.
Hoffer, C. (2017). Introduction to music education. Long Grove, IL: Waveland Press.
Houlahan, M., & Tacka, P. (2015). Kodály today: A cognitive approach to elementary music education. Oxford, UK: Oxford University Press.
Knights, V. (2016). Music, national identity and the politics of location: Between the global and the local. Abingdon, UK: Routledge.
Liikkanen, L. A., & Salovaara, A. (2015). Music on YouTube: User engagement with traditional, user-appropriated and derivative videos. Computers in Human Behavior, 50, 108-124.
Liu, J. (2019). The development and promotion of three-man basketball in ordinary colleges and universities based on the background of national fitness. Academic Journal of Humanities & Social Sciences, 2(2), 93-97.
Liu, L., & Li, F. (2013). The ordinary university sports education specialized aerobics curriculum goal and construction. Research Journal of Applied Sciences, Engineering and Technology, 5(16), 4221-4224.
Lomax, A. (2017). Folk song style and culture. Abingdon, UK: Routledge.
Nadler, J. (2020). Ordinary people and the rationalization of wrongdoing [Review of The law of good people: Challenging states’ ability to regulate human behavior, by Y. Feldman]. Michigan Law Review, 118(6), 1205–1231.
Pei, H. (2023). Some thoughts on the education policy of integrating industry and education in ordinary colleges and universities in the new era. International Journal of Education and Humanities, 7(3), 164-166.
Perna, L. W. (2001). The contribution of historically Black colleges and universities to the preparation of African Americans for faculty careers. Research in Higher Education, 42, 267-294.
Pitts, S. E. (2017). What is music education for? Understanding and fostering routes into lifelong musical engagement. Music Education Research, 19(2), 160-168.
Powell, B., Krikun, A., & Pignato, J. M. (2015). “Something’s happening here!”: Popular music education in the United States. IASPM Journal, 5(1), 4-22.
Reimer, B. (2022). A philosophy of music education: Advancing the vision. Albany, NY: State University of New York Press.
Rojstaczer, S., & Healy, C. (2012). Where A is ordinary: The evolution of American college and university grading, 1940-2009. Teachers College Record, 114(7), 1-23.
Way, L. C., & McKerrell, S. (Eds.). (2017). Music as multimodal discourse: Semiotics, power and protest. London, UK: Bloomsbury Publishing.
Williams, S. (2020). Focus: Irish traditional music. Abingdon, UK: Routledge.
Wills, B. S. (2004). No ordinary college: A history of the University of Virginia's College at Wise. Charlottesville, VA: University of Virginia Press.