Comparison of Chinese and British Primary School Music Teaching in Practical Teaching

Zihan Liu

doi:10.54097/qasrmq88

Authors

Zihan Liu

DOI:

https://doi.org/10.54097/qasrmq88

Keywords:

Music education, Pedagogical approaches, Lesson planning, Student engagement, Cultural emphasis

Abstract

In this paper, I investigate the practical application of primary music school teaching in classrooms in China and Britain, in order to compare and analyse the differences between music education in primary schools in the UK and China in practice, it is important to note the differences between the two countries. I drew on literature that examines the current state of music classrooms in the UK and China, relevant government policy requirements for music education, and official lesson plans from some schools. I concentrate in turn on pre-course preparation by the teachers; the warm-up session; the main content of the music lesson; expension session (This board is a necessary part of the Chinese music classroom, aiming to further consolidate what has been learnt and broaden students' musical horizons.), and the summary session at the end of the lesson. This allowed me to compare and analyse the differences between the Chinese and English primary school music classrooms in terms of the basic flow of the music classroom.

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