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Patriotic Songs in Primary School Textbooks in Taiwan from 1949–1987

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Patriotic Songs in Primary School Textbooks in Taiwan from 1949–1987 australiaa n societ s y fo r mumsic education e Patriotic songs in primary school i ncorporated textbooks in Taiwan from 1949–1987 Angela Lee Department of the Early Childhood Education and Care, Transworld University, Taiwan Abstract This study focused on the inclusion of patriotic songs in schooling that were popular in Taiwan between 1949 and 1987. Many patriotic songs were composed after 1949, and these frequently found their way into primary textbooks. School curriculum policies such as ‘education for patriotism’ cultivate Chinese consciousness among Taiwanese students (Yang, 2001). An analysis of these patriotic songs elucidates their qualities and character and explores how patriotism permeated school song texts. These factors can be considered through an examination of school textbooks produced after the Chinese restoration: Music 1952, Music 1968, and Music 1975 for primary schools. The findings of this study show that during 1949 to 1987, the inclusion of patriotic songs in the school curriculum, had everything to do with the cultivation of national sentiment and loyal service toward the mainland, and sacrifice for one’s country. The findings confirm Hebert and Kertz-Welzel’s (2012) assertion that music clearly contributes to the conditions in which individuals are more susceptible to the emotional appeal of mass movements, which is why all across the world music has for so long played such an enduring and prominent role in the political spheres. Key words: patriotic songs, primary school, textbooks, patriotism, music education Australian Journal of Music Education 2014:2,119-28 Introduction to patriotic songs music teachers and for anyone who is concerned about the music in schools. Through shared Patriotism is inextricably linked to the concept musical experiences, many believe, emotional of citizenship; you become a member of a state attachments to a country can be formed and by being born into or becoming a citizen of that nurtured, and identities can be created and state (Keller, 2012; Poole, 2007). For a person to expressed (Keller, 2012). Generally speaking, self-identify as patriotic, her emotions and her patriotism refers to a love for one’s country and perceptions of herself, her country and the world is frequently conceived as a positive attribute must all be engaged. Disagreements about the (Eckersley, 2007). Poole (2007) conceptualizes virtues (or vices) of patriotism are often expressed patriotism as implying “a commitment to one’s as conflicts and enacted in the education of country, a special concern with its well-being, children. The way children are taught to think and a readiness to make sacrifices on its behalf, about their relationship to their nation is especially in times of crisis” (p. 129). Patriotism is contentious because it is thought to ultimately likely to be used in a positive sense. Patriotism influence the level and type of patriotism in is also conceived in political and juridical terms a given society (Keller, 2012). It is natural that through expression of loyalty to one’s group questions about patriotism should arise for Australian Journal of Music Education 119 Lee (Kleining, 2007). The choice of songs present in of the power of songs continues to hold true. school curricula reveals deliberate choices to Teaching and singing patriotic songs in school foster the qualities of liveliness, courage, the is essential to the development of a national appreciation of beauty, tolerance and the spirit of identity (Veblen, 2012). Heimonen and Hebert patriotism. This article will focus on the inclusion (2012) assert that music education has often of patriotic songs in schooling that were popular been connected to patriotism, with the aim to in Taiwan between 1949 and 1987. evoke a sense of love for one’s home country, Patriotism has long played an important role especially during wartime. Presently, the in the development of music education (Hebert National Anthem Project of Music Educators & Kertz-Welzel, 2012). In fact, music curricula National Convention (National Association for worldwide are replete with patriotic ideology Music Education, NAfME) uses music education to the point where it is considered crucial to the as a means for promoting patriotic songs and formation of loyal citizens. Such songs imbue activities among schoolchildren and communities cherished values, cultural characteristics and in the United States. Hebert (2012) contends virtues and impact a positive appreciation of the that patriotic songs are commonly considered national history. When music education is used healthy and essential ingredients of school for patriotic purposes, such an approach often curricula, nurturing the respect, loyalty and ‘good strengthens the presence of music education’s citizenship’ of children. This discussion focuses on role in schools and society. In other words, the extent to which the texts of children’s songs music education is widely recognized as a highly have been used in nationalistic indoctrination effective activity for ideological indoctrination and the promotion of other political agendas, of patriotism. This is so because the content of specifically the inclusion of patriotic content music education is powerfully ingrained into in songs used in primary school textbooks. our minds across a lifetime of indoctrination, Examples of patriotic songs within Music 1952, particularly via schooling. This was the case in Music 1968, and Music 1975 textbooks are used Taiwan during 1949-1987 where music education to illustrate this narrative. Patriotic songs used in in schools is designed to encourage pride in music education in this period are also examined one’s citizenship of the Republic of China (ROC) not only to understand political and social (Ho and Law, 2010). Evidence of this is frequently phenomenon of the era but also to recognize the found in music textbooks (Music 1952, Music possibility of social change for the future. 1968, Music 1975), particularly those for primary schools. During World War II (1945) Fischer (1945) Historical background vigorously demonstrated that music education in schools was vital in providing aid to local In 1949, following the Chinese communist community war efforts. School choral groups and rebellion, the democratic government of Chiang their directors were enlisted to implement lightly Kai-Shek (1887-1975) relocated its offices to effective programs in pursuit of this end. Taiwan. During 1895-1945 Taiwan was a Japanese The words of patriotic songs carry messages protectorate. Taiwan was returned to China in and the use of patriotic songs as a medium to August 1945. The period until 1987 was a time pass on patriotic ideologies have both been of consolidation for the Chinese authorities and topics for discussion by scholars in many during which process of political reform called countries. Patriotic songs have been a staple Martial Law was implemented (Hsueh et al., of school musical activity since the inception 2000). Chiang Kai-Shek set up the government of the modern school approximately two of the Republic of China (ROC), which claimed centuries ago (Southcott, 2012). The recognition to be the legitimate government of China 120 2014, No. 2 Patriotic songs in Taiwanese primary schools, 1949–1987 (Ho, 2007). He had served as the leader of the the Russian enemy, and propagated the ongoing Nationalist Chinese Kuomintang (KMT). Many need to eradicate communism. The Taiwanese people migrated from China to Taiwan, following government encouraged people to compose the democratic government of Chiang Kai-shek many songs based on patriotism. Under such and the protection this offered. These people circumstances, patriotic songs were to be used as rejected the Republic of China’s communism vehicles for comforting the hearts of the people and reverence for the Chinese past – its culture, who had lost so much through their migration to customs and ethics – as the essence of the nation Taiwan and stimulating the spirit of patriotism. (Law & Ho, 2011). Instead, the Chiang Kai-shek Many patriotic songs were composed after government implemented the principles of 1949, and these frequently found their way into nationalism, democracy, the livelihood of the primary textbooks. School curriculum policies people (a political philosophy developed by Sun such as ‘education for patriotism’ cultivated Yat-sen). These principles encouraged the people Chinese consciousness among Taiwanese to be aware of their nationhood, to accept mutual students (Yang, 2001). The inclusion of patriotic responsibility as fellow citizens, and to learn that songs in the school curriculum, therefore, has “the continuity of the blood and food of lineage” everything to do with the cultivation of national (p. 340) define the fate of their nation. Chiang sentiment toward the mainland. It is thus of Kai-shek stressed a strong policy of educating interest first to analyze the patriotic songs used for patriotism in schools in order to promote in the textbooks in order to elucidate their anti-communist ideals and a desire to restore qualities and character and second, to explore the invaded homeland. Ministry of Education how patriotism permeated school song texts. Director Ching (1954), asserted that the content These factors can be considered through an of the education should cultivate student examination of school textbooks produced after learning about the military, teach guarding the Chinese restoration: Music 1952, Music 1968, skills, and imbue the spirit of contribution to the and
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