Keywords
Abstract
This study explores how Hua’er, a typical form of traditional folk song in NW China, might be introduced to music teaching in schools as a way of protecting intangible culture. This particular problem is theoretically broken down into three main concepts: Cultural Transfer Theory, Concept of Curriculum Integration, and Aesthetic Student Experience. By observation, classroom teaching confirms that scenario learning and creative adjustment are efficient approaches for making a connection between traditional forms and modern scenarios. However, a lack of organized teaching content, insufficient instructor training, and a standardized assessment system are prominent negatives. To address such problems, this study proposes several approaches: utilizing electronic teaching content, inter-province teaching establishment based on cooperation among teaching staff, and teaching based on scenarios. This study emphasizes strong teaching potential for Hua’er with additional functions aside from music training purely for practical advantages. This paper closes with a notion of a teaching model with passion and innovation because of intangible emotion to be a driving force for more effective integration of intangible teaching with modern teaching.
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