Title: The Status of Music Teaching and Learning in Taiwan

Author(s): Yuan-Mei Hsieh

Source: Hsieh, Y. M. (1990, Winter). The status of music teaching and learning in Taiwan. The Quarterly, 1(4), pp. 10-19. (Reprinted with permission in Visions of Research in Music Education, 16(1), Summer, 2010). Retrieved from http://www-usr.rider.edu/~vrme/

It is with pleasure that we inaugurate the reprint of the entire seven volumes of The Quarterly Journal of Music Teaching and Learning. The journal began in 1990 as The Quarterly. In 1992, with volume 3, the name changed to The Quarterly Journal of Music Teaching and Learning and continued until 1997. The journal contained articles on issues that were timely when they appeared and are now important for their historical relevance. For many authors, it was their first major publication. Visions of Research in Music Education will publish facsimiles of each issue as it originally appeared. Each article will be a separate pdf file. Jason D. Vodicka has accepted my invitation to serve as guest editor for the reprint project and will compose a new editorial to introduce each volume. Chad Keilman is the production manager. I express deepest thanks to Richard Colwell for granting VRME permission to re-publish The Quarterly in online format. He has graciously prepared an introduction to the reprint series.

The Status of Music Teaching and Learning in Taiwan

By Yuan-Mei Hsieh Tainan Teachers College Taiwan

Abstract: In this article, the author ap- graduate work is required for the Master's proaches the status of music teaching program, and two or more years of addi- and learning in Taiwan by discussing tional study lead to the doctoral degree. At music education in the four levels of all levels of higher education, work experi- education: elementary, junior and ence is an important part of the program of senior high school, professional train- study (see Figure 1). ing, and teacher training. In addition, Music is not taught in all schools, and the music offerings for gifted and talented type of music instruction offered at various students and the role of private music schools differs. Four main categories of education are addressed. The author instruction are available, however, in the notes that Taiwan is experiencing a Chinese school system: general music, in- growing interest in music education struction for gifted and talented students, and in the preservation of native professional music training, and teacher Taiwanese musical forms. training. The policies, goals, periods, and content of music teaching and learning at he modern school system in China every educational level is determined by the began in 1902 with the promulgation Ministry of Education. These details are T of the school law by the government published and distributed as the curriculum of the Ching Dynasty. Gradually, with a standards of schools (e.g., Curriculum Stan- number of successive modifications, our dards of the Elementary Schools). present school system has developed. General Music Programs Students in Taiwan may attend kindergar- General music programs are implemented ten for two years. All are required to attend in the kindergartens, elementary schools, elementary school for six years and junior junior high schools, and senior high schools. high school for three years. Senior vocational schools and five-year junior Students who continue their education colleges may offer general music as an then study for three years either in a senior elective course. Some universities also offer high school or a senior vocational school. music study for students who are not major- The junior colleges also admit junior high ing in the subject. school graduates, who study for five years The stated goals of music teaching and (or six if specializing in pharmacy). learning at these schools are similar to those Graduates of the senior-level schools may stated in the Curriculum Standards of Ele- enter the university or the junior college. mentary Schools. These goals are: Those who have graduated from the senior 1. to develop children's interest and ability in vocational schools may study for an addi- listening to, learning about, and enjoying music; tional two years in a junior college; as a 2. to develop children's interest and skills in general rule, students who attend a university singing and playing instruments; college do so for four years, although 3. to guide children to know, appreciate, and preparation for the teaching profession learn native and folk music; requires five years of study. Students 4. to inspire children's intelligence, shape children's spirits, and to cultivate happy, lively, entering the health professions study for six optimistic, and aggressive character; or seven years. A minimum of two years of 5. to enhance children's love of home and

10 The Quarterly The Current School System

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Figure 1. The current school system in Taiwan, adapted from Educational Statistics of the Republic of China (1989), published by the Ministry of Education in Taipei.

Volume 1, Number 4 11 country and their ability to cooperate with joined the conunittee in charge of editing others and to serve the society. and examining textbooks, the materials in The time devoted to music study varies the books have become more suitable for according to the level of schooling, as children. Materials about native music have summarized in Figure 2. As students reach been included, creative activities have been higher levels of education, they are generally emphasized, and performing materials are given less time for the study of music. more practical. Elementary School Music classes at most elementary schools are taught by classroom teachers who hold In the general music classes offered from third grade to sixth grade, children study degrees from teachers' colleges. There are few specially trained music teachers in the music twice a week, 40 minutes per time. elementary schools; Chao (989), for ex- Music lessons are divided into three catego- ample, reported that only 25 percent of ries: basics, performing, and appreciation. elementary schools' music classes are taught The categories and items of teaching and by music teachers. learning at every grade are stated in the In the first and second grades, a course curriculum standards. The curriculum details called (singing and playing) is of the third grade are given as an example in Chahng- Your offered four times a week, 40 minutes per Figure 3. time. It combines music with physical The idea that "music study consists of the education and is divided into nine categories: singing of songs" is a misunderstanding that • sound discrimination (5%), has persisted for quite a long time and • sound making (5%), indicates that singing has long been the main • song singing 05%), activity in the music classroom. Because the • music appreciation (5%), recorder has been introduced recently to • performing and rhythmic activities (20%), music classrooms, the situation has changed • games (20%), somewhat. • gymnastics 00%), The textbooks for the music classes are • track and field events (10%), and • ball games (10%). published and supplied by the National Because so many activities are required in Institute for Compilation and Translation the class, many teachers experience difficulty (NICD. Current textbooks were published in in handling them all. Lin (990) indicated 1977, but most teachers complain that it is that many experts have suggested that music impossible to cover all the text materials and physical education be separated, but that during the regular music classes. Due to teachers at the elementary school disagree. suggestions from professors at teachers Discussion about the possibility of change colleges, revisions of music textbooks have continues. taken place since 1985 (Jang, 1987). Beyond the classroom, choruses and Since some elementary teachers have children's ensembles are widespread and

Figure 2. Time devoted to general music classes in schools in Taiwan.

School Level Minutes/Class Times/Week Semesters Elementary school 40 2 8 Junior high schools 50 1 6 Senior high schools 50 1 4 Senior vocational school 50 1 2, 1, or none* 5-year junior college 50 1 2, 1, or none*

* Music class is not offered to students who major in technology, commerce, etc.

12 The Quarterly Figure 3. The components of third-grade music courses (adapted from the Curriculum Standards of the Elementary Schools)

Basics 1. Intonation and pronunciation Breathing exercises Basic intonation exercises Practice and pronunciation of scales (vowels and do, re, mi, etc.) 2. Ear Training Discriminate long and short, high and low, soft and strong, and volume of sound Listen, imitate, and sing short scales and melodies Listen, sing, or perform with body of single tone, third and fourth harmony intervals 3. Score recognition Know and practice the duration of notes and rests (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and rests with equal duration) Know and practice staff, G-cleff, and singing name Know and practice meters (2/4, 3/4, 4/4) 4. Beat and conduct Materials are related to score recognition

Performing 1. Singing Proceed gradually from imitation in singing to score-reading Teaching and learning simple music Learn to sing in unison Discuss and practice basic singing skills (meter, intervals, tempo, breathing, etc.) 2. Playing instruments Learn to play rhythmic instruments (wooden fish, triangle, castanet, tambourine, side drum, bass drum) Participate in ensemble of rhythmic instruments 3. Creating Imitate animals' and other sounds, discriminate high and low, long and short, strong and soft, quick and slow Learn to sing and imitate easy melody and change the rhythm Play creative games

Appreciation 1. Vocal music and instrumental music Listening attitudes and habits Basic knowledge of kinds of music and performing Basic knowledge of classification of instrument (keyboard instruments, strings, woodwinds and brasses) Appreciation of pieces related to the two items above 2. Music stories Stories about musicians in the western classical periods Music stories of the ancient Chinese

Volume 1, Number 4 13 popular activities. Competitions are held contemporary composers in Taiwan. each year in every city and county. Melodic At junior high schools, every subject is instruments such as recorders, harmonicas, taught by a specialized teacher. Qualified melodeons, accordions, organs, pianos, music teachers are those graduated from the xylophones, and glockenspiels are frequently music department of the National Taiwan used in children's ensembles. Every elemen- Normal University (NTNU), and each teaches tary school is equipped with musical instru- 22 to 24 hours per week. Only 30 to 60 ments such as triangles, tambourines, casta- students are graduated from the NTNU music nets, side drums, and bass drums. department each year, and not all of them Junior High Schools teach at junior high level. Therefore, small schools or schools that are located far from Junior high school students take music cities always lack qualified music teachers. classes once a week, 50 minutes per class. In these areas, music classes are often taught The goals at this level are similar to those by teachers of other subjects such as art or stated for the elementary schools. The physical education. textbooks are also published and supplied by Another factor that makes the learning and NICT. The textbook committee is composed teaching of music difficult is that students of 17 members, and three of them serve as must face the entrance examinations for an editing team. These members have senior high school, senior vocational school, produced three volumes, one for each level or five-year junior college when they gradu- of the junior high schools. ate from the junior high level. Music is not The current curriculum standards for the included in these examinations, so the time junior high schools were developed in 1983. scheduled for music classes is often used by They state that music classes are to be teachers to help students prepare for the composed of music theory, basic practices, exams in subjects such as English, mathemat- singing, playing instruments, creative activi- ics, and chemistry. ties, and music appreciation. The curriculum standards also describe Senior High Schools elective music programs that include music Senior high school students take music theory and appreciation; chorus; percussion, classes once a week, 50 minutes per class, band, and string ensembles; Chinese instru- for their first two years. The lessons focus ment ensembles; and piano study. No on singing, music appreciation, and some school, however, actually offers elective music theory. The content is similar to that music programs, for these standards remain of junior high school music, but textbooks abstract goals that are now being studied for approved by NICT are not the only sources implementation in the schools (Fan, 1987). of teaching material. Many companies Compared to elementary schools, the publish music textbooks containing songs, duration of music classes in junior high is music history and theory, and other informa- shorter, but the variety of activities included tion. Hsieh's survey pointed out that there is increased. One special feature is that, were at least 26 different music text publica- according to the published standards, tions available in 1986. The songs in text- students must learn three instruments: books written for the senior high level are recorder in seventh grade, guitar in eighth more difficult and complicated than those for grade, and Chinese violin (Ebl-Hu) in ninth lower levels. grade. These requirements are difficult for Music is treated differently at different many teachers. Fan (1987), a member of the schools. Some schools treat music as a very textbook editing team, however, emphasizes important traditional subject. Some schools in the official teachers' manual that teachers don't. Under the pressure of entrance can adjust their use of the textbook to examinations of universities and colleges, accommodate different areas and situations. music is gradually being treated more often Another special feature of the textbooks is as a subordinate course of second-rate that they contain many new songs by importance. The equipment and facilities for

14 Tbe Quarterly music learning and teaching are not adequate individual instruction from teachers as they at many schools (Lu, 1987). learn their major and minor instruments. In the senior vocational schools and five- Each week, every child studies for one hour year junior colleges, music and art are com- with a major teacher and for half an hour bined into a single, one-year class. Some with the teacher of the minor instrument. schools hold music classes for a whole year, Students study other subjects together. and some teach art instead. Some have one Before September, 1989, there was no semester of music and one semester of art. curriculum guide for music instruction for At these schools, both music and art are gifted and talented students. Now there is an presented superficially and often neglected. experimental guide for music classes at the Gifted and Talented elementary school level. Musically gifted and talented students can Additional Courses enter special music classes offered in many When these children finish their elemen- elementary, junior high, and senior high tary music program, they can choose either schools. The first such music class was to go back to common classes or to take the founded in a private elementary school in test to enter music classes at the junior high Taipei in 1963. In 1973, a public elementary level. The graduates of music classes at school in Taichung started a similar music junior high schools must pass the entrance class. Since then, more and more music examinations in order to enter the senior classes for especially talented students have high schools, five-year junior colleges, or been established. senior vocational schools. A student who Most elementary schools begin to recruit wants to be accepted to a music college, or gifted and talented students in third grade. to the music section of a junior college, must Some provide preparatory classes as early as pass an additional music test. This test first grade. includes performance auditions with major The entrance examination for the gifted and minor instruments and tests the student's and talented classes is open to all school knowledge of music theory, sight singing, children. Parents who think their children and listening. It is, to some extent, similar to are musically gifted and talented can register the entrance examinations offered by music their children for the examination. The departments in universities and colleges. methods of identifying qualified children Music classes at junior high schools encompass a series of tests, including IQ include similar specialized courses, but they tests and music aptitude tests. Achievement can also offer additional theory courses. tests in Chinese and mathematics are also Some schools provide instruction in har- included at some schools. Among the mony, texture, and form, and some offer in- qualified children, test scores of basic music troduction to music or composition. Music skills and instrument-playing auditions are classes at the senior high school level are compared to determine who can enter the continuations of most courses that are taken special music class. at elementary and junior high schools. In those elementary schools that offer Courses such as counterpoint, chamber music classes for musically talented children, music, and music analysis are added to the there is one music class in each grade from curriculum of most senior high music classes grades three to six, and every class has 30 (Tsai, 1987). children. In addition to their general Music classes for gifted and talented courses, students take specialized music students at the upper levels have their own lessons addressing such topics as their major special budget from the government. These and minor instruments as well as training in students have their own classrooms for music fundamentals, chorus, ensemble, and studying, and sometimes even a separate harmony. building on the campus. Even so, the Performance training is the main focus of parents of these students must support the the special music classes. Students receive special programs financially. Parents also

Volume 1, Number 4 1') supply instruments and pay fees for their the music department, the scores on the children's private lessons during summer and specialized music tests count 60 percent, and winter vacations. The number of music the scores on the College Entrance Exams classes at every level is increasing. count 40 percent. Because major and minor instrument The required and elective professional courses are offered to individual students, the courses of music department are presented in music classes need many teachers. The Figure 4. Schools can consider their own number of officially assigned full-time practical situation in deciding when to offer teachers is too low to satisfy the need, and the courses. Most of the content in profes- the shortage of teachers is very serious. To sional courses is comparable to that of solve this problem, every school hires many Western music schools. In addition to teachers who teach more than one subject, professional music courses, students study and perhaps at more than one school. Some the Chinese and English languages, the teachers teach different music classes at history of China, the history of modern different levels, from elementary to senior China, the thought of Sun Yat-sen, physical high school, or even at university music education, and military training. departments. Most of these teachers are The founding of the National Institute of experienced instrument teachers, but not the Arts (NIA) has had a significant impact necessarily experts in the musical education on higher music education. Western music of gifted and talented students. Because the has long been the main feature of music administration and staffing of music classes departments in Taiwan, and performance for gifted and talented students are incom- training is the focus of music education. plete and need improvement, this problem Students at the NIA can select majors in may continue for some time. theory and composing, conducting, key- Professional Training in Music boards, vocal music, woodwinds and brasses, strings, percussion, or Chinese instruments. Professional music training takes place in Music professional courses are divided into the music departments of universities and different levels; so the student who passes colleges, or in music sections at three-year or the test at one level can immediately begin five-year junior colleges. Students of the study at an upper level. Thus there are few five-year junior colleges come from junior limitations concerning classes and grade high schools, but students of other institu- levels. In addition to this flexibility, the NIA tions are graduated from senior high schools also offers some traditional Chinese music or senior vocational schools. courses such as Chinese intonation, tunes of In Taiwan, there are eight universities that theatrical plays, Chinese opera, and Chinese have music departments. Two of these have percussion ensemble. graduate institutes which offer Master's Students of this college must study five programs. One three-year junior college and years. During their final year, their main task two five-year junior colleges also have music is a subject named "graduate production." sections. This can be the preparation and performance College Entrance Examinations (CEE) take of a solo recital, or the student may elect to place annually. In addition to passing this make a presentation that also includes other exam, students who want to enter music artistic media such as dance or visual arts. departments must also pass additional specialized music tests. These exams, and Teacher Training the percentage contributed by each to the In Taiwan, teacher training is supported by student's final score are: the government. The music department of • major instrument (50 percent), the ational Taiwan Normal University • minor instrument (20 percent), ( U) bears the responsibility of training • music theory 00 percent), high school music teachers. The music • sight singing (10 percent), and education departments of two Taipei teach- • listening 00 percent). ers' colleges train elementary music teachers. In determining the students' entrance to

16 The Quarterly Figure 4. Professional courses offered in the music department of Ton-Wu University for piano, vocal, and instrumental majors.

Course Name Credits Semesters Required/Elective Major 2 8 R Minor 8 4 R Sight singing & ear training 6 6 R Harmony 8 4 R Chorus or ensemble 8 8 R Counterpoint 4 2 R Form 4 2 R Music history 6 3 R Music analysis 4 2 R Introduction to Chinese music 4 2 R Study of tones 2 1 E Writing practice 2 1 E Music apprecitation 2 2 E Research on chorus 8 8 E Chamber music 6 6 E Chinese instruments 4 4 E Musical instruments 4 4 E Instrumentation 2 2 E Conducting 4 2 E Piano pedagogy 4 2 E Piano accompaniment 2 2 E Keyboard harmony 2 2 E Opera 2 2 E Vocal music 2 2 E Introduction to musicology 4 2 E Stage performance of opera 2 2 E Research on string works 4 2 E Research on woodwind and brass works 4 2 E Research on orchestra music 4 2 E Research on piano works 4 2 E Research on Chinese music 2 2 E German 6 2 E Italian 4 2 E

Volume 1, Number 4 17 Students of these schools do not pay any art, physical education and Chahng-Your). fees for their study, but instead receive Students also take classes in educational monthly allowances from the government. practice, orchestral music, and visual arts. During their first four years of teacher The credits of the above subjects total 44, training, the students study on campus; then, and all courses are compulsory. in the fifth year, they are assigned to elemen- The specialized music courses are listed in tary or high schools for teaching practice. Figure 5. These courses are similar to those The curriculum of teacher training is com- of the music department of the university, posed of three categories: normal academic but the credit of every course is different. courses, professional teaching subjects, and Because the graduates of music teacher specialized courses in music. training institutes are relatively few (30-60 The professional teaching subjects are annually from NTNU, and about the same almost the same as those offered in other number from the two Taipei teacher colleges departments of the teachers' colleges or of every year), there has been, and continues to NTNU. In the department of music educa- be, a shortage of music teachers for elemen- tion, the subjects taught include elementary tary and high schools. Due to this shortage, education, philosophy of education, psychol- students of other departments in the nine ogy of education, sociology of education, teacher colleges must study general music methods of educational research (including pedagogy, basic keyboard skills, and music educational statistics), child development, lessons in order to be competent in teaching theory and practice of counseling, curriculum music in their future work as classroom and teaching, educational media, evaluation teachers. In general, the music background of education, school administration, the study of these teachers is limited and affects the of language and sociology teaching, mathe- quality of elementary music classes. It is matics and nature, and art (including music, hoped that as more graduates of music

Figure 5. The specialized music courses of the music education department. Course name Credits Semesters Required/Elective Major 8 8 R Minor 4 8 R Fundamental music training 4 4 R Harmony 2 2 R Chorus 6 6 R Counterpoint 2 2 R Music history 2 2 R Conducting 2 2 R Texture and composing 2 2 R Music appreciation 2 2 E* Ear-training 2 2 E Advanced harmony 2 2 E Music analysis 2 I E Chamber music 2 2 E Chinese instruments 2 2 E Musical instruments 2 2 E Instrumentation 2 2 E Germany 2 2 E Italian 2 2 E French 2 2 E Children's ensemble 2 I E Composing children's songs 2 I E Conducting ensembles 2 2 E Elementary music education in other countries 2 E Acoustics 2 E Application of computers in music education 2 E Research in special programs 2 E * Students should earn at least 16 credits of elective subjects.

18 Tbe Quarterly teacher training enter the school system, Fan, ]ian-Ming. (1987). Ching 40 niang lai children will have better opportunities to wuo guo guo ming cbung bsueb chih yin yue learn and enjoy music. cbiau yu. (The junior High Schools' Music Trends in Music Education Education of Our Country in the Last Forty Years.) Taipei: National Educational Information Center. People who visit Taiwan are always Adapted in Collection CifEducational Information. surprised at the prosperous status of private V. 12, p. 88 (402). music teaching and learning. Piano and Guo ming cbung hsueh kir chen biau chin. violin are the favorite instruments being (The Curriculum Standards of Primary School). studied in this way. As the economy of 1975. Taipei: Cheng-Chung Book Co. p. 149- Taiwan grows and the country increasingly 154, 413-419. participates in the worldwide exchange of Guo ming bsiau bsueb kir chen biau chin. (The information, the people of Taiwan more Curriculum Standards of Primary School). 1975. deeply appreciate and value music, and are Taipei: Cheng-Chung Book Co. P. 203-207; 229- even emphasizing the native, traditional 235. music of Taiwan. Moreover, parents pay Lin, ]u-Yen. (1980). Huo bsiau dee niang chee more and more attention to their children's hsueh she cbiau ziau sbi kau yin yue cbiau bsueb music experiences, and many private music chih pin gu yen chiao. (Evaluations of Teaching classes are funded. Musical Creative Thinking in the First Two Years of Famous pedagogies and principles have Primary School.) Tainan: Gon-hsueh Publishing been introduced to Taiwan during these past Co. p. 72-75. few years, including Orff, Kodaly, Suzuki, Lu, Chao-Yan. (1987). Ching 40 niang lai wuo Pace, and Yamaha. The status of teaching guo gau chi cbung bsueb chih yin yue cbiau yu. and learning in Taiwan is becoming more (The Senior High Schools 'Music Education of Our multifaceted, although it sometimes seems Country in the Last Forty Years.) Taipei: National we are following the steps of the trend. I Educational Information Center. Adapted in sincerely hope the next generation will have Collections of Educational Information, V. 12, p. a better and richer musical life. 20 (2278). Notes Shun (shi) li shi fan hsueh yuan kir cban gion Chan, Ton-Song. (1987). Ching 40 niang lai gan gir hsueh see (zu) kir cben biau. (The wuo guo guo ming bsiau bsueb chih yin yue cbiau Curriculum of Teachers Colleges). 1987. Bureau yu. (The Primary School's Music Education of Our of Education of Taiwan Province. p. 29-32. Country in the Last Forty Years). Taipei: National Tsai, Yuon-Wen. (1987). Wuo Guo Yin Yue Educational Information Center. Adapted in Tzu fu you i cbiau yu. (The Music Talented and Collections of Educational Information, v. 12, p. Gifted Education of Our Country.) Taipei: 31 (435). National Educational Information Center. Adapted Chao, Ging-Huey. (1989). Yin Yue ker yen hsi in Collection of Educational Information, v. 12, p. wun chian diau chh'a bau gau. (Report of Survey 8-10 (96-98). in Music Workshops.) Quarterly of Music Educa- Acknowledgement tion n. 14, p. 36-37. The author wishes to thank Tang I-Chien for Educational Statistics of the Republic of China. her help in translating this work into English. ~ (1989). Ministry of Education. p. XII-XIII.

Call for Manuscripts

The Quarterly, the music journal for all who are concerned with music learning and teaching, invites the submission of scholarly manuscripts for review by the National Board of Editors and possible publication in future issues. For upcoming themes and guidelines to authors, see page 66.

Volume 1, Number 4 19