CHINESE VS INTERNATIONAL PRIMARY SCHOOL MUSIC LESSONS: A THEMATIC ANALYSIS OF TEACHING APPROACHES

Abstract

The teaching methods of music lessons in primary schools in China have been a topic of debate for many years. This study aims to explore strategies that enhance the participation and enjoyment of students in music classrooms in Chinese primary schools by comparing the teaching methods in ordinary Chinese primary schools and Chinese international primary schools. Qualitative methodology was employed to gather data from four music teachers, two from ordinary Chinese primary schools, and two from international primary schools in China. Thematic analysis was used to analyze the data. Results showed that music lessons in ordinary Chinese primary schools were simplistic, lacking creativity, and interest among children, while music teachers in international schools played an inspiring and stimulating role in the classroom, organizing student learning, and cultivating their emotions. The study concludes that by changing the teaching model in primary school music classes, it is possible to improve the participation of students in the music class and give full value to the music class