Enhancement of musical education through the inclusion of Chinese Ziyang folk songs in school curriculum

Abstract

This study examines the impact of integrating Ziyang folk songs into the school music curriculum on students' musical skills and cultural appreciation. It aims to explore how traditional music can enhance student engagement, emotional intelligence, and cognitive abilities while promoting cultural preservation. A qualitative research methodology focused on three key informants. Data were collected through in-depth interviews and analyzed thematically to identify key trends in teaching adaptations, student responses, and cultural outcomes. The study revealed that incorporating Ziyang folk songs into music education significantly increased student engagement, cultural pride, and emotional investment. Students demonstrated improved musical skills, including vocal techniques and an enhanced understanding of folk music structures. These findings align with culturally responsive pedagogy, emphasizing the role of local traditions in enriching the learning experience. Integrating Ziyang folk songs into school curricula provides a balanced educational model that fosters technical proficiency and cultural immersion. However, limited resources and insufficient teacher training highlight the need for policy support and innovative teaching strategies. The study underscores the importance of including indigenous music in education to preserve intangible cultural heritage. It recommends further research on comparative regional studies, teacher training programs, and digital platforms to expand accessibility and sustainability.