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 Teachingand Learning in Taiwan

ByYuan-Mei HsiehTainan Teachers College Taiwan

Abstract: In this article, the author ap-proaches the status of music teachingand learning in Taiwan by discussingmusic education in the four levels ofeducation: elementary, junior andsenior high school, professional train-ing, and teacher training. In addition,music offerings for gifted and talentedstudents and the role of private musiceducation are addressed. The authornotes that Taiwan is experiencing agrowing interest in music educationand in the preservation of nativeTaiwanese musical forms.

The modern school system in Chinabegan in 1902 with the promulgationof the school law by the government

of the Ching Dynasty. Gradually, with anumber of successive modifications, ourpresent school system has developed.

Students in Taiwan may attend kindergar-ten for two years. All are required to attendelementary school for six years and juniorhigh school for three years.

Students who continue their educationthen study for three years either in a seniorhigh school or a senior vocational school.The junior colleges also admit junior highschool graduates, who study for five years(or six if specializing in pharmacy).

Graduates of the senior-level schools mayenter the university or the junior college.Those who have graduated from the seniorvocational schools may study for an addi-tional two years in a junior college; as ageneral rule, students who attend a universitycollege do so for four years, althoughpreparation for the teaching professionrequires five years of study. Studentsentering the health professions study for sixor seven years. A minimum of two years of

10

graduate work is required for the Master'sprogram, and two or more years of addi-tional study lead to the doctoral degree. Atall levels of higher education, work experi-ence is an important part of the program ofstudy (see Figure 1).

Music is not taught in all schools, and thetype of music instruction offered at variousschools differs. Four main categories ofinstruction are available, however, in theChinese school system: general music, in-struction for gifted and talented students,professional music training, and teachertraining. The policies, goals, periods, andcontent of music teaching and learning atevery educational level is determined by theMinistry of Education. These details arepublished and distributed as the curriculumstandards of schools (e.g., Curriculum Stan-dards of the Elementary Schools).

General Music ProgramsGeneral music programs are implemented

in the kindergartens, elementary schools,junior high schools, and senior high schools.Senior vocational schools and five-year juniorcolleges may offer general music as anelective course. Some universities also offermusic study for students who are not major-ing in the subject.

The stated goals of music teaching andlearning at these schools are similar to thosestated in the Curriculum Standards of Ele-mentary Schools. These goals are:

1. to develop children's interest and ability inlistening to, learning about, and enjoying music;2. to develop children's interest and skills insinging and playing instruments;3. to guide children to know, appreciate, andlearn native and folk music;4. to inspire children's intelligence, shapechildren's spirits, and to cultivate happy, lively,optimistic, and aggressive character;5. to enhance children's love of home and

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Volume 1, Number 4 11

country and their ability to cooperate withothers and to serve the society.The time devoted to music study varies

according to the level of schooling, assummarized in Figure 2. As students reachhigher levels of education, they are generallygiven less time for the study of music.

Elementary SchoolIn the general music classes offered from

third grade to sixth grade, children studymusic twice a week, 40 minutes per time.Music lessons are divided into three catego-ries: basics, performing, and appreciation.The categories and items of teaching andlearning at every grade are stated in thecurriculum standards. The curriculum detailsof the third grade are given as an example inFigure 3.

The idea that "music study consists of thesinging of songs" is a misunderstanding thathas persisted for quite a long time andindicates that singing has long been the mainactivity in the music classroom. Because therecorder has been introduced recently tomusic classrooms, the situation has changedsomewhat.

The textbooks for the music classes arepublished and supplied by the NationalInstitute for Compilation and Translation(NICD. Current textbooks were published in1977, but most teachers complain that it isimpossible to cover all the text materialsduring the regular music classes. Due tosuggestions from professors at teacherscolleges, revisions of music textbooks havetaken place since 1985 (Jang, 1987).

Since some elementary teachers have

joined the conunittee in charge of editingand examining textbooks, the materials inthe books have become more suitable forchildren. Materials about native music havebeen included, creative activities have beenemphasized, and performing materials aremore practical.

Music classes at most elementary schoolsare taught by classroom teachers who holddegrees from teachers' colleges. There arefew specially trained music teachers in theelementary schools; Chao (989), for ex-ample, reported that only 25 percent ofelementary schools' music classes are taughtby music teachers.

In the first and second grades, a coursecalled Chahng- Your (singing and playing) isoffered four times a week, 40 minutes pertime. It combines music with physicaleducation and is divided into nine categories:

• sound discrimination (5%),• sound making (5%),• song singing 05%),• music appreciation (5%),• performing and rhythmic activities (20%),• games (20%),• gymnastics 00%),• track and field events (10%), and• ball games (10%).Because so many activities are required in

the class, many teachers experience difficultyin handling them all. Lin (990) indicatedthat many experts have suggested that musicand physical education be separated, but thatteachers at the elementary school disagree.Discussion about the possibility of changecontinues.

Beyond the classroom, choruses andchildren's ensembles are widespread and

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

School Level Minutes/Class Times/Week SemestersElementary school 40 2 8Junior high schools 50 1 6Senior high schools 50 1 4Senior 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)

Basics1. Intonation and pronunciation

Breathing exercisesBasic intonation exercisesPractice and pronunciation of scales (vowels and do, re, mi, etc.)

2. Ear TrainingDiscriminate long and short, high and low, soft and strong, and volume of soundListen, imitate, and sing short scales and melodiesListen, sing, or perform with body of single tone, third and fourth harmonyintervals

3. Score recognitionKnow and practice the duration of notes and rests (whole note, half note, quarternote, eighth note, dotted half note, dotted quarter note, and rests with equal duration)Know and practice staff, G-cleff, and singing nameKnow and practice meters (2/4, 3/4, 4/4)

4. Beat and conductMaterials are related to score recognition

Performing1. Singing

Proceed gradually from imitation in singing to score-readingTeaching and learning simple musicLearn to sing in unisonDiscuss and practice basic singing skills (meter, intervals, tempo, breathing, etc.)

2. Playing instrumentsLearn to play rhythmic instruments (wooden fish, triangle, castanet, tambourine,side drum, bass drum)Participate in ensemble of rhythmic instruments

3. CreatingImitate animals' and other sounds, discriminate high and low, long and short,strong and soft, quick and slowLearn to sing and imitate easy melody and change the rhythmPlay creative games

Appreciation1. Vocal music and instrumental music

Listening attitudes and habitsBasic knowledge of kinds of music and performingBasic knowledge of classification of instrument (keyboard instruments, strings,woodwinds and brasses)Appreciation of pieces related to the two items above

2. Music storiesStories about musicians in the western classical periodsMusic stories of the ancient Chinese

Volume 1, Number 4 13

popular activities. Competitions are heldeach year in every city and county. Melodicinstruments such as recorders, harmonicas,melodeons, accordions, organs, pianos,xylophones, and glockenspiels are frequentlyused in children's ensembles. Every elemen-tary school is equipped with musical instru-ments such as triangles, tambourines, casta-nets, side drums, and bass drums.

Junior High SchoolsJunior high school students take music

classes once a week, 50 minutes per class.The goals at this level are similar to thosestated for the elementary schools. Thetextbooks are also published and supplied byNICT. The textbook committee is composedof 17 members, and three of them serve asan editing team. These members haveproduced three volumes, one for each levelof the junior high schools.

The current curriculum standards for thejunior high schools were developed in 1983.They state that music classes are to becomposed of music theory, basic practices,singing, playing instruments, creative activi-ties, and music appreciation.

The curriculum standards also describeelective music programs that include musictheory and appreciation; chorus; percussion,band, and string ensembles; Chinese instru-ment ensembles; and piano study. Noschool, however, actually offers electivemusic programs, for these standards remainabstract goals that are now being studied forimplementation in the schools (Fan, 1987).

Compared to elementary schools, theduration of music classes in junior high isshorter, but the variety of activities includedis increased. One special feature is that,according to the published standards,students must learn three instruments:recorder in seventh grade, guitar in eighthgrade, and Chinese violin (Ebl-Hu) in ninthgrade. These requirements are difficult formany teachers. Fan (1987), a member of thetextbook editing team, however, emphasizesin the official teachers' manual that teacherscan adjust their use of the textbook toaccommodate different areas and situations.Another special feature of the textbooks isthat they contain many new songs by

14

contemporary composers in Taiwan.At junior high schools, every subject is

taught by a specialized teacher. Qualifiedmusic teachers are those graduated from themusic department of the National TaiwanNormal University (NTNU), and each teaches22 to 24 hours per week. Only 30 to 60students are graduated from the NTNU musicdepartment each year, and not all of themteach at junior high level. Therefore, smallschools or schools that are located far fromcities always lack qualified music teachers.In these areas, music classes are often taughtby teachers of other subjects such as art orphysical education.

Another factor that makes the learning andteaching of music difficult is that studentsmust face the entrance examinations forsenior high school, senior vocational school,or five-year junior college when they gradu-ate from the junior high level. Music is notincluded in these examinations, so the timescheduled for music classes is often used byteachers to help students prepare for theexams in subjects such as English, mathemat-ics, and chemistry.

Senior High SchoolsSenior high school students take music

classes once a week, 50 minutes per class,for their first two years. The lessons focuson singing, music appreciation, and somemusic theory. The content is similar to thatof junior high school music, but textbooksapproved by NICT are not the only sourcesof teaching material. Many companiespublish music textbooks containing songs,music history and theory, and other informa-tion. Hsieh's survey pointed out that therewere at least 26 different music text publica-tions available in 1986. The songs in text-books written for the senior high level aremore difficult and complicated than those forlower levels.

Music is treated differently at differentschools. Some schools treat music as a veryimportant traditional subject. Some schoolsdon't. Under the pressure of entranceexaminations of universities and colleges,music is gradually being treated more oftenas a subordinate course of second-rateimportance. The equipment and facilities for

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music learning and teaching are not adequateat many schools (Lu, 1987).

In the senior vocational schools and five-year junior colleges, music and art are com-bined into a single, one-year class. Someschools hold music classes for a whole year,and some teach art instead. Some have onesemester of music and one semester of art.At these schools, both music and art arepresented superficially and often neglected.

Gifted and TalentedMusically gifted and talented students can

enter special music classes offered in manyelementary, junior high, and senior highschools. The first such music class wasfounded in a private elementary school inTaipei in 1963. In 1973, a public elementaryschool in Taichung started a similar musicclass. Since then, more and more musicclasses for especially talented students havebeen established.

Most elementary schools begin to recruitgifted and talented students in third grade.Some provide preparatory classes as early asfirst grade.

The entrance examination for the giftedand talented classes is open to all schoolchildren. Parents who think their childrenare musically gifted and talented can registertheir children for the examination. Themethods of identifying qualified childrenencompass a series of tests, including IQtests and music aptitude tests. Achievementtests in Chinese and mathematics are alsoincluded at some schools. Among thequalified children, test scores of basic musicskills and instrument-playing auditions arecompared to determine who can enter thespecial music class.

In those elementary schools that offermusic classes for musically talented children,there is one music class in each grade fromgrades three to six, and every class has 30children. In addition to their generalcourses, students take specialized musiclessons addressing such topics as their majorand minor instruments as well as training inmusic fundamentals, chorus, ensemble, andharmony.

Performance training is the main focus ofthe special music classes. Students receive

Volume 1, Number 4

individual instruction from teachers as theylearn their major and minor instruments.Each week, every child studies for one hourwith a major teacher and for half an hourwith the teacher of the minor instrument.Students study other subjects together.

Before September, 1989, there was nocurriculum guide for music instruction forgifted and talented students. Now there is anexperimental guide for music classes at theelementary school level.

Additional CoursesWhen these children finish their elemen-

tary music program, they can choose eitherto go back to common classes or to take thetest to enter music classes at the junior highlevel. The graduates of music classes atjunior high schools must pass the entranceexaminations in order to enter the seniorhigh schools, five-year junior colleges, orsenior vocational schools. A student whowants to be accepted to a music college, orto the music section of a junior college, mustpass an additional music test. This testincludes performance auditions with majorand minor instruments and tests the student'sknowledge of music theory, sight singing,and listening. It is, to some extent, similar tothe entrance examinations offered by musicdepartments in universities and colleges.

Music classes at junior high schoolsinclude similar specialized courses, but theycan also offer additional theory courses.Some schools provide instruction in har-mony, texture, and form, and some offer in-troduction to music or composition. Musicclasses at the senior high school level arecontinuations of most courses that are takenat elementary and junior high schools.Courses such as counterpoint, chambermusic, and music analysis are added to thecurriculum of most senior high music classes(Tsai, 1987).

Music classes for gifted and talentedstudents at the upper levels have their ownspecial budget from the government. Thesestudents have their own classrooms forstudying, and sometimes even a separatebuilding on the campus. Even so, theparents of these students must support thespecial programs financially. Parents also

1')

supply instruments and pay fees for theirchildren's private lessons during summer andwinter vacations. The number of musicclasses at every level is increasing.

Because major and minor instrumentcourses are offered to individual students, themusic classes need many teachers. Thenumber of officially assigned full-timeteachers is too low to satisfy the need, andthe shortage of teachers is very serious. Tosolve this problem, every school hires manyteachers who teach more than one subject,and perhaps at more than one school. Someteachers teach different music classes atdifferent levels, from elementary to seniorhigh school, or even at university musicdepartments. Most of these teachers areexperienced instrument teachers, but notnecessarily experts in the musical educationof gifted and talented students. Because theadministration and staffing of music classesfor gifted and talented students are incom-plete and need improvement, this problemmay continue for some time.

Professional Training in MusicProfessional music training takes place in

the music departments of universities andcolleges, or in music sections at three-year orfive-year junior colleges. Students of thefive-year junior colleges come from juniorhigh schools, but students of other institu-tions are graduated from senior high schoolsor senior vocational schools.

In Taiwan, there are eight universities thathave music departments. Two of these havegraduate institutes which offer Master'sprograms. One three-year junior college andtwo five-year junior colleges also have musicsections.

College Entrance Examinations (CEE) takeplace annually. In addition to passing thisexam, students who want to enter musicdepartments must also pass additionalspecialized music tests. These exams, andthe percentage contributed by each to thestudent's final score are:

• major instrument (50 percent),• minor instrument (20 percent),• music theory 00 percent),• sight singing (10 percent), and• listening 00 percent).In determining the students' entrance to

16

the music department, the scores on thespecialized music tests count 60 percent, andthe scores on the College Entrance Examscount 40 percent.

The required and elective professionalcourses of music department are presented inFigure 4. Schools can consider their ownpractical situation in deciding when to offerthe courses. Most of the content in profes-sional courses is comparable to that ofWestern music schools. In addition toprofessional music courses, students studythe Chinese and English languages, thehistory of China, the history of modernChina, the thought of Sun Yat-sen, physicaleducation, and military training.

The founding of the National Institute ofthe Arts (NIA) has had a significant impacton higher music education. Western musichas long been the main feature of musicdepartments in Taiwan, and performancetraining is the focus of music education.Students at the NIA can select majors intheory and composing, conducting, key-boards, vocal music, woodwinds and brasses,strings, percussion, or Chinese instruments.Music professional courses are divided intodifferent levels; so the student who passesthe test at one level can immediately beginstudy at an upper level. Thus there are fewlimitations concerning classes and gradelevels. In addition to this flexibility, the NIAalso offers some traditional Chinese musiccourses such as Chinese intonation, tunes oftheatrical plays, Chinese opera, and Chinesepercussion ensemble.

Students of this college must study fiveyears. During their final year, their main taskis a subject named "graduate production."This can be the preparation and performanceof a solo recital, or the student may elect tomake a presentation that also includes otherartistic media such as dance or visual arts.

Teacher TrainingIn Taiwan, teacher training is supported by

the government. The music department ofthe ational Taiwan Normal University( U) bears the responsibility of traininghigh school music teachers. The musiceducation departments of two Taipei teach-ers' colleges train elementary music teachers.

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Figure 4. Professional courses offered in the music departmentof Ton-Wu University for piano, vocal, and instrumental majors.

Course Name Credits Semesters Required/ElectiveMajor 2 8 RMinor 8 4 RSight singing &

ear training 6 6 RHarmony 8 4 RChorus or

ensemble 8 8 RCounterpoint 4 2 RForm 4 2 RMusic history 6 3 RMusic analysis 4 2 RIntroduction to Chinese

music 4 2 RStudy of tones 2 1 EWriting practice 2 1 EMusic apprecitation 2 2 EResearch on chorus 8 8 EChamber music 6 6 EChinese instruments 4 4 EMusical instruments 4 4 EInstrumentation 2 2 EConducting 4 2 EPiano pedagogy 4 2 EPiano accompaniment 2 2 EKeyboard harmony 2 2 EOpera 2 2 EVocal music 2 2 EIntroduction to musicology 4 2 EStage performance of opera 2 2 EResearch on string works 4 2 EResearch on woodwind and

brass works 4 2 EResearch on orchestra music 4 2 EResearch on piano works 4 2 EResearch on Chinese music 2 2 EGerman 6 2 EItalian 4 2 E

Volume 1, Number 4 17

Students of these schools do not pay anyfees for their study, but instead receivemonthly allowances from the government.During their first four years of teachertraining, the students study on campus; then,in the fifth year, they are assigned to elemen-tary or high schools for teaching practice.

The curriculum of teacher training is com-posed of three categories: normal academiccourses, professional teaching subjects, andspecialized courses in music.

The professional teaching subjects arealmost the same as those offered in otherdepartments of the teachers' colleges or ofNTNU. In the department of music educa-tion, the subjects taught include elementaryeducation, philosophy of education, psychol-ogy of education, sociology of education,methods of educational research (includingeducational statistics), child development,theory and practice of counseling, curriculumand teaching, educational media, evaluationof education, school administration, the studyof language and sociology teaching, mathe-matics and nature, and art (including music,

art, physical education and Chahng-Your).Students also take classes in educationalpractice, orchestral music, and visual arts.The credits of the above subjects total 44,and all courses are compulsory.

The specialized music courses are listed inFigure 5. These courses are similar to thoseof the music department of the university,but the credit of every course is different.

Because the graduates of music teachertraining institutes are relatively few (30-60annually from NTNU, and about the samenumber from the two Taipei teacher collegesevery year), there has been, and continues tobe, a shortage of music teachers for elemen-tary and high schools. Due to this shortage,students of other departments in the nineteacher colleges must study general musicpedagogy, basic keyboard skills, and musiclessons in order to be competent in teachingmusic in their future work as classroomteachers. In general, the music backgroundof these teachers is limited and affects thequality of elementary music classes. It ishoped that as more graduates of music

Semesters884262222222I2222222II2

Course name

Figure 5. The specialized music courses of the music education department.

MajorMinorFundamental music trainingHarmonyChorusCounterpointMusic historyConductingTexture and composingMusic appreciationEar-trainingAdvanced harmonyMusic analysisChamber musicChinese instrumentsMusical instrumentsInstrumentationGermanyItalianFrenchChildren's ensembleComposing children's songsConducting ensemblesElementary music education

in other countriesAcousticsApplication of computers in music

educationResearch in special programs

Credits84426222222222222222222

22

22

* Students should earn at least 16 credits of elective subjects.

18

Required/ElectiveRRRRRRRRRE*EEEEEEEEEEEEE

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teacher training enter the school system,children will have better opportunities tolearn and enjoy music.

Trends in Music EducationPeople who visit Taiwan are always

surprised at the prosperous status of privatemusic teaching and learning. Piano andviolin are the favorite instruments beingstudied in this way. As the economy ofTaiwan grows and the country increasinglyparticipates in the worldwide exchange ofinformation, the people of Taiwan moredeeply appreciate and value music, and areeven emphasizing the native, traditionalmusic of Taiwan. Moreover, parents paymore and more attention to their children'smusic experiences, and many private musicclasses are funded.

Famous pedagogies and principles havebeen introduced to Taiwan during these pastfew years, including Orff, Kodaly, Suzuki,Pace, and Yamaha. The status of teachingand learning in Taiwan is becoming moremultifaceted, although it sometimes seemswe are following the steps of the trend. Isincerely hope the next generation will havea better and richer musical life.

NotesChan, Ton-Song. (1987). Ching 40 niang lai

wuo guo guo ming bsiau bsueb chih yin yue cbiauyu. (The Primary School's Music Education of OurCountry in the Last Forty Years). Taipei: NationalEducational Information Center. Adapted inCollections of Educational Information, v. 12, p.31 (435).

Chao, Ging-Huey. (1989). Yin Yue ker yen hsiwun chian diau chh'a bau gau. (Report of Surveyin Music Workshops.) Quarterly of Music Educa-tion n. 14, p. 36-37.

Educational Statistics of the Republic of China.(1989). Ministry of Education. p. XII-XIII.

Fan, ]ian-Ming. (1987). Ching 40 niang laiwuo guo guo ming cbung bsueb chih yin yuecbiau yu. (The junior High Schools' MusicEducation of Our Country in the Last Forty Years.)Taipei: National Educational Information Center.Adapted in Collection CifEducational Information.V. 12, p. 88 (402).

Guo ming cbung hsueh kir chen biau chin.(The Curriculum Standards of Primary School).1975. Taipei: Cheng-Chung Book Co. p. 149-154, 413-419.

Guo ming bsiau bsueb kir chen biau chin. (TheCurriculum Standards of Primary School). 1975.Taipei: Cheng-Chung Book Co. P. 203-207; 229-235.

Lin, ]u-Yen. (1980). Huo bsiau dee niang cheehsueh she cbiau ziau sbi kau yin yue cbiau bsuebchih pin gu yen chiao. (Evaluations of TeachingMusical Creative Thinking in the First Two Years ofPrimary School.) Tainan: Gon-hsueh PublishingCo. p. 72-75.

Lu, Chao-Yan. (1987). Ching 40 niang lai wuoguo gau chi cbung bsueb chih yin yue cbiau yu.(The Senior High Schools 'Music Education of OurCountry in the Last Forty Years.) Taipei: NationalEducational Information Center. Adapted inCollections of Educational Information, V. 12, p.20 (2278).

Shun (shi) li shi fan hsueh yuan kir cban giongan gir hsueh see (zu) kir cben biau. (TheCurriculum of Teachers Colleges). 1987. Bureauof Education of Taiwan Province. p. 29-32.

Tsai, Yuon-Wen. (1987). Wuo Guo Yin YueTzu fu you i cbiau yu. (The Music Talented andGifted Education of Our Country.) Taipei:National Educational Information Center. Adaptedin Collection of Educational Information, v. 12, p.8-10 (96-98).

AcknowledgementThe author wishes to thank Tang I-Chien for

her help in translating this work into English. ~

for ManuscriptsCallThe Quarterly, the music journal for all who are concerned with music learningand teaching, invites the submission of scholarly manuscripts for review by theNational Board of Editors and possible publication in future issues. Forupcoming themes and guidelines to authors, see page 66.

Volume 1, Number 4 19