From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China

Abstract

Demonstration lessons are used in China to provide models of quality music instruction. However, to date, no research has been done on the quality of demonstration lessons and how this relates to the improvement of school music education in China. This content analysis provides an insight into China’s music demonstration lesson implementation and its contextual adaptation for student-centered education (SCE). A total of 19 music demonstration lessons over 760 minutes have been examined, using both a systematic observational method and a qualitative thematic analysis method to look at in-class behavior and interaction. An analysis of data reveals that: (a) direct content-driven activities are still taking dominant roles in class, (b) students’ individuality is seldomly promoted, (c) activity-based lesson structures have become prevalent, and (d) sequential patterns under a behaviorist perspective still can be seen in China’s demonstration lessons. Although findings may not necessarily represent exactly what is happening in a regular school setting and it reveals a different adaptation of SCE compared to an international perspective, it serves as a starting point for understanding the official educational views of China and a different angle in perceiving the adaptation of SCE in practice under China context.