A Survey Report on the Current States of Music Education in the Chinese Private High Schools in Malaysia.

APSMER ID: PA5080

Author: Ang Mei Foong United Chinese Schools Committee Association of Malaysia Lot 5, Seksyen 10, Jalan Bukit , 43000 Kajang, Selangor D.E., Malaysia . Email: mf_ang@djz.edu.my Abstract UCSCAM (United Chinese Schools Committee Association of Malaysia) is a non government organization; it is also regarded as the headquarters of all Chinese Private High Schools in Malaysia. The curriculum bureau of UCSCAM takes care of the schools curriculum development. The organization had published three complete music textbooks for junior music classroom teaching since 1998, however, the organization has never been able to master the comprehensive understanding of the implementation of music education among all Chinese Private High Schools throughout the entire nation. Hence, a survey has been done in 2005 using questionnaires, interviews and observations respectively on each schools music education implementation, the music teachers background, the current music teaching materials, the music teaching equipment, the extracurricular music activities, the methods of assessments and the teachers general opinion to the current states. The objective of this survey is to help the organization to know comprehensively the overall development of the recent music education implementation among all Chinese Private High Schools in Malaysia, and to take this as basis into constructing a brighter future for the schools.

Full Paper I. Introduction UCSCAM (United Chinese Schools Committee Association of Malaysia) is a non government educational organization; it is also regarded as the headquarters of all Chinese Private High Schools 1 in Malaysia (CPHS). The curriculum bureau of UCSCAM takes care of the schools curriculum development. 1998 onwards, the organization had published three complete music textbooks for junior music classroom teaching, however, the organization has never being able to master the comprehensive understanding of the implementation of music education among all CPHSs throughout the entire nation ever since the pilot music program had been introduced. On the other hand, each CPHS is free to include or exclude music as a subject in the schools curriculum; UCSCAM has no authority to central control the schools curriculum. A survey had been done within March 2005 to November 2005, aiming to collect the information necessary for a comprehensive view of music education implementation among the CPHSs in various facets. The data collected enables UCSCAM to screen the current development of each school, and to examine the demand of music curriculum reconstruction. These data had also provided the organization a conceptual foundation for the future development of music education among the CPHSs. First of all, questionnaires were distributed to all sixty-one2 CPHSs in March, 2005. The questionnaire consists of the following five sections: 1. The schools music education policy- the implementation of music curriculum, the current teaching materials for music classroom teaching, the implementation of extra-curricular music activities and types of activities. 2. The music teachers- the teachers music education background, the teachers teachers training background, the teachers employment status. 3. The equipments and facilities- the equipments in music classroom, the music teachers satisfaction to their schools current music facilities, the music books in the schools library. 4. The music assessment- the method of assessment
1

Also known as Chinese Independent High Schools. All schools were established before Malaysia gained its independency from British rule in 1957. The oldest Chinese Private High School was established in the year 1906. 2 There are only sixty CPHS registered under the Malaysia government. However, one of these schools (Foon Yew High School I, Johor Bharu) was expected a massive growth of student intake; Hence, the board of directors of the school established a new campus (Foon Yew High School II, Kulai) for the school in another suburb within the state (since 2005). This new campuss academic arrangement is differ from the original school. Hence, in this survey, this particular campus had been defined as one individual sample. 2

5. The teachers general opinion to the current music education progression. Replies were received from 42 schools out of the 61(68.85 per cent). Information from questionnaire is impersonal and may be misleading if the respondent is not conversant with the schools current situation. Hence, school visiting3 had been made to 23 schools from March 2005 till August 2005. Among the 23 visited schools, 20 of these visited schools have sent back their reply, 3 others have not. The school-visiting had augmented the reliability of the questionnaire, it had also given a possibility to enquire at first hand about the music being taught in the schools, to observe the music learning environment and facilities in the schools, and also to have a face-to-face interview with the music teachers or the head of academy; school principle had also been interviewed in some schools. Observation on music classes and on the extra-curricular music activities rehearsals had been done in schools that provide music education. In order to gain a more comprehensive understanding towards the current progression of each school; to the schools that did not reply and not even had been paid a visit, telephone interview4 with a shorter list of questions had been done. The questions for these schools are as follow: 1. The schools music education policya. the implementation of music curriculum (if yes, continue with Q2), b. the implementation of extra-curricular music activities (if yes, state the types of activities). 2. The music teachers- the name of the teacher and the classes (the level) this teaching is teaching.

Schools replying to the questionnaire

Schools replying to the questionnaire and had been paid a visit

Schools

not

Schools received telephone interview 16 26.23%

replying to the questionnaire and had been paid a visit 3 4.92%

Number of schools Percentage

42 68.85%

20 32.79%

Table I-1Number and percentage of schools involving in this survey.

3 4

Refer to Appendix I at the end of the paper. Refer to Appendix II at the end of the paper. 3

II. The Music Education Implementation A. The music education within schools curriculum According to the data collected, throughout the 61 schools, only 31 schools (51%) provide music lessons to the students, whilst the rest 30 schools (49%) did not.

Not Impl. 49%

Impl. 51%

Chart II-1The ratio of schools implementing music curriculum vs. schools that do not.

Although there were 31 schools providing music education, however the figure did not mean the students could be able to receive music education throughout the students entire six years secondary school life. Some schools may provide music education only for the first year students, some schools only provide music education for lower secondary school level (Junior High School), and only few schools provide music education throughout the entire six years. The situation could clearly be seen from the chart below:

60
Number of Schools

50 40 30 20 10 0
Junior1 Junior2

49 29 32 35 26 12 7

54

54

55

Impl. Not Impl.

7
Senior2

6
Senior3

Junior 3

Senior1

Chart II-2The ratio of schools implementing music curriculum vs. schools that do not according to the level of school.

The total 61 Chinese Private High Schools is made up of 38 schools from West Malaysia, and 23 from East Malaysia. The chart below shows the music education implementation disparity between West Malaysia and East Malaysia, giving an insight into the current states of music education implementation due to the difference of
4

school district.
30 26 25 Number of School 20 15 10 12 5 0 1 West Msia 2 East Msia 5

18

Impl. Not Impl.

Chart II-3The ratio of schools implementing music curriculum vs. schools that do not in West Malaysia and East Malaysia

B. The current music teaching materials Knowing the music textbooks being used in the schools could suggest the contents that students were learning. Only the data from the schools that implement music education be analyzed. From these 31 schools, 19 schools (61%) were using the textbooks published by UCSCAM, 5 schools (16%) were using other teaching materials5 , and the other 7 schools (23%) did not answer the question.

Unknown 23%

Own teaching material 16%

UC SC AM textbook 61%

Chart II-4The ratio of schools using UCSCAM textbooks vs. the schools that were using other teaching resources.

Some music teachers compile music teaching materials that they thought could better fit their students need; they normally distribute these materials in photocopy sheets during music lessons. One of the schools (Foon Yew High School, Johor Bharu) was using the music textbook that published by the schools choir (refers to page 4 for more details). 5

Picture II-1

Picture II-2

Picture II-3

Junior Music textbook, Book A Publisher: UCSCAM, 1998

Junior Music Textbook, Book B Publisher: UCSCAM, 1999

Junior Music Textbook, Book C Publisher: UCSCAM, 2000

C. The extra-curricular music activities Although some schools do not provide music subject as a part of the schools curriculum, but the extra-curricular activities were implemented in most schools. According to the analyzed data from the questionnaire, 42 schools (69%) provide extra-curricular music activities, 6 schools (10%) do not provide, whilst the other 13 schools did not submit any answers. The chart below shows the percentage of school providing extra-curricular music activities versus the school that do not.
Unknown 21%

Not Impl. 10% Impl. 69%

Chart II-5The ratio of schools providing extra-curricular music activities vs. schools that do not.

Different schools provide different musical activities, the types of extra-curricular music activities ranged from the Chinese Orchestra, Brass Band, Choir, the Twenty-Four Festive Drums, String ensemble, Instrumental Group, Guitar Club, Harmonica Club, Piano Club, the Music Society, and the Contemporary music singing club. Among all, the Chinese Orchestra, Brass Band and Choir are the most famous choices of activity that provided by the schools. In an effort to discover more details of such activities, the schools visited were
6

being asked more specific questions and many also provided their recent programs and recording of their performances. These extra-curricular activities often being directed by professional artists6 from outside the schools; they had been employed as after hour music teachers, students who participate in these music activities need to pay tuition fees. The music standard in some of the schools music groups is almost professional. In these music groups (usually the Choir group, Brass Band, or Chinese Orchestra), students learn music professionally, they also learned to organize various types of inter-schools musical activities and concerts (most of the concerts are opened to public); they did recording, and even music textbook publishing. The table below shows the items7 that had been published or recorded since 1978 until 2005.
Items type Textbook Tape LP & Tape Tape Tape CD & Tape CD & Tape CD & Tape The Year of Items name fundamental of Name of School/ Music Group Foon Yew High School/ Choir Foon Yew High School/ Choir Foon Yew High School/ Choir Foon Yew High School/ Choir Foon Yew High School/ Choir Foon Yew High School/ Choir Tshung Tsin High School / Chinese Orchestra Foon Yew High School/ Choir 2005 publishing/ recording 1978 1979 1980 1985 1995 1997 2000 music (Book A/B) 2 *3 4 5 *6 *7 *8 Blossom the pleasant starlight The night traveler Song from the South China Sea Echo Sentiments of Mount Kinabalu Voices

No *1

Table II-1List of items that had been published or recorded by the schools music groups since 1978 till 2005.

The music textbook was published in the year 1978 by Foon Yew High School8 Choir; this textbook was not only being used by this particular school choir, but had also being used in the schools general music education program; it had also became the main music textbook supply for the music program in other CPHSs in South Malaysia before the publication of the music textbooks from UCSCAM in 1998.

These teachers did not involved in this survey; they did not answer any questionnaires or being involving in any face-to-face interviews. Hence, detailed information of these teachers could hardly be known. 7 Most of the items marked with asterisk had been collected during the schools-visiting; some had been collected in other occasions. 8 Foon Yew High School situated in Johor Bharu, South Malaysia. 7

Picture II-4The fundamental of Music, Book A

Except for the music textbook publishing, the school choir had also recorded numerous voice recording. The first voice recording Blossom was recorded in the year 1979; one year after, the school choir alumni recorded another voice recording (The Pleasant Starlight), performing the music which was written by the local Chinese Malaysian composers using the poems written by the local Chinese Malaysian poets. Undeniable, this collaborative work between music and literature had set an initial marker for the future development of the Chinese Malaysian composition. The school choir continues to do voice recording in the year 1985 (the Night Traveler), 1995 (Song from the South China Sea), 1997 (Echo) and 2005 (Voices).

PictureII-5LP- The Pleasant Starlight (1980)

PictureII-6Tape- Song from the South China Sea (1995)

PictureII-7CD- Echo (1997)

PictureII-8CD- Voices (2005)

Apart from the Foon Yew High School Choir, Tshung Tsin High School Chinese Orchestra from Sabah, East Malaysia had also accomplished their first recording in the year 2000. They named their recording the Sentiments of Mount Kinabalu, implying the high passion to their hometown- Sabah. This school Chinese Orchestra exceptional from the others, in their performances, they always add in other musical instruments from the other ethnic groups of Sabah, they also play tunes of different folks; signifying the musical cultural merging between the different ethnic groups in Malaysia. Mr. Teo Seng Chong, the music teacher of Tshung Tsin High School, also the director of this group mentioned in an occasion, instead of calling the group Chinese Orchestra, Id rather call it the Okestra Kebudayaan (it means Cultural Orchestra in Malay terminology), because it indicates better the status of this group.

PictureII-9Tape- Sentiments of Mount Kinabalu

When mentioning about the achievement of the schools music groups, the Twenty-Four Festive Drums ( Er Shi Si Jie Ling Gu) should not be left out. The Twenty-Four Festive Drums is a performing arts that combines the Chinese Drums Performance to the marshal arts with the spirit of the Twenty-Four Festive Seasons in the Chinese Culture. This performing arts was invented by a music teacher (Chen Hui Chong9) from the Foon Yew High School and a local writer (Chen Zai Fan10) in the year 1988; the first Twenty-Four Festive Drums group was form in Foon Yew High School, and it is now been spread throughout the other parts of Asia11. This performing arts could be categorized as the authentic Chinese Malaysian performing arts, again, had paid a contribution to the cultural development in Malaysia.

. The name shown in the text is translated from Chinese using PinYin by A.M.F, it might not be the official name of translation of that person. 10 . The name shown in the text is translated from Chinese using PinYin by A.M.F, it might not be the official name of translation of that person. 11 For example, the performing arts had been performed in the Worshipping Ceremony to Confucius in QuFu (Confuciuss hometown), China. It had also been performed many times by the Malaysian students in Taiwan. 9

III. The music teachers A. the number of music teachers in schools. The number of teachers in school could imply the current implementation of music education of a school. 30 schools (49%) do not employ music teacher (there is no music program implementing in these schools), 27 schools (44%) employed only one music teacher; 3 schools (5%) employed two music teachers, and only 1 school (2%) employed three music teachers. There are 36 music teachers12 in total.

2 teachers 3 teachers 2% 5% O teacher 49% 1 teacher 44%

ChartIII-1The ratio of number of music teachers in CPHS.

B. the Employments status of music teachers in schools The utmost important reason to finding the employment status of the teachers is to estimates the schools willingness of sending these teachers for any professional development courses. The UCSCAM Teachers Training Department provides short courses for teachers of different subjects every year, but only full time teachers would be given the first priority to receive training with full-subsidy from the school. The data below have given a glimpse on the difficulty that could be foreseen when promoting music teachers-training program in CPHSs in the future. Full-time is defined as full-time teacher who only teaches music subject in the schools. Part-time in this case may have two meanings, there are some teachers employed full-time as a academic staff of the school whose major subject is something other than music but also take music lesson in the school; there are also some teachers employed for part of the week only. However, all teachers mentioned in this survey refer to the teachers who implement music classroom teaching, the teachers who direct the extra-curricular activities were not the emphasis in this survey. From the analyzed data, there are only 36 music teachers from CPHSs in total throughout the whole country. 15 (42%) of them had been employed as full-time music teacher; 17 (47%) of them had been employed as part-time teacher, and the
One of the teachers was teaching in two CPHS concurrently. Hence, the total number of music teachers throughout all CPHS should only be 35 people. Yet, in this study, this particular teacher had been counted twice, to represent the current status of two different schools. 10
12

other 4 (11%) others remain unknown.

Unknown 11% Full-time 42%

Part-time 47%

ChartIII-2The ratio of the employment status of music teachers in CPHS.

C. The teachers education background. The survey on teachers education background is divided into two main streams: the teachers music education background and the teachers Teaching-training background. The aim of this survey is to examine the demand of teachers-training program; also to estimates the type of training that would fit the teachers need. For the teachers music education background, 1 teacher (3%) holding a master music degree, 6 teachers (17%) holding a bachelor music degree, 14 teachers (39%) holding a diploma in music, 8 teachers (22%) were self-trained (they have not attained any professional music training but yet are active music performers), and 7 teachers (19%) did not submit answer.

unknown 19%

Master Degree 3%

Bachelor Degree 17%

self-trained 22%

Diploma 39%

ChartIII-3The ratio of teachers music education background in CPHS.

And for the teachers teaching-training background, 10 teachers (28%) holding a teaching-training certificate, 1 teacher (3%) holding the Orff-pedagogy certificate, 1 teacher (3%) holding a Yamaha music teachers certificate, 14 teachers (38%) without any teaching certificate, 10 teachers (28%) did not submit answer.

11

Unknown 28%

with Teachers' training certificate 28% Off pedagogy Certificate 3% Yahama music teachers certificate 3%

None 38%

ChartIII-4The ratio of teachers teaching-training background in CPHS.

From the experiences gained from the schools-visiting, some music teachers could run music classes effectively even though they do not have a paper qualification. However, there are still advantages from possessing qualification. Qualification could give confident to the holder and also to the principle or the board of directors to implement music education in the school; it would also be easier for the qualified teachers to gain promotion, as a result to encourage the teachers to continue contributing to the schools music program. IV. The facilities for music education A. Music Classroom The survey of the facilities for music education could be divided into two main streams: the teaching equipments in the music classroom and the facilities in the schools libraries. The total number of schools that implement music education was 31. Of these, 24 schools had music classroom, 4 schools had not, and 3 others did not answer. The table below shows the equipments the schools had in their music classroom.
No. 1 2 3 4 5 6 7 8 9 10 Item Piano Metronome Writing Board CD Player Projector Book Shelf Desks Chairs CDs Computer The number of schools that owned the item in their music classroom 19 4 11 8 5 9 13 18 10 3

TableIV-1The items and the number of schools that owned the item in music classroom.
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In the questionnaire, teachers were being asked their satisfaction to the schools music facilities. The options for this question were: very satisfied, satisfied, unsatisfied, and very unsatisfied. Only the data from the schools that implement music education be analyzed. From these 31 schools, 2 schools (6%) felt very unsatisfied with their current facilities, 11 schools (35%) felt unsatisfied, 14 schools (46%) felt satisfied, no school (0%) felt very satisfied, and 4 schools (13%) did not submit any answers.

Very satisfied, 0%

Unknown 13%

Satisfied 46%

Very unsatisfied 6%

Unsatisfied 35%

ChartIV-1The number of schools versus the level of satisfaction to their current music teaching facilities.

It is also important to look at the rooms themselves, from the schools-visiting outcome, some schools had well-equipped (equipped with piano, computer, projector, writing board and etc.) sound-proof music classroom, some schools had large space in their music classroom to provide body-movement activities; however, there are also some schools that had less-equipped music classroom.
PictureIV-1 PictureIV-2

Description: Music Classroom in Foon Yew High School (Kulai, Johor), equipped with upright piano, chalk board, book shelf, fan, teachers desk, the students desks. Date of photo taking: 14th March, 2005

13

PictureIV-3

PictureIV-4

Description: Music Classroom in Tsun Jin High School (Kuala Lumpur), equipped with upright piano, white board, book shelf, music posters, teachers desk, the students chairs, notice boards, computer, projector, screen, 18 keyboards, and air-conditioning system. Date of photo taking: 25th March, 2005 PictureIV-5 PictureIV-6

Description: Sound-proof Music Classroom in Hin Hua High School (Klang, Selangor), equipped with upright piano, white board, book shelf, teachers desk, the students chairs, music posters, notice boards, computer, O.H.P. projector, T.V., DVD player, fan, and keyboards. Date of photo taking: 31st PictureIV-7 March, 2005 PictureIV-8

Description: Music Classroom in Chung Hwa High School (Muar, Johor), equipped with upright piano, chalk board, CD player, book shelf, teachers desk, the students chairs, fan. Date of photo taking: 14th April, 2005
14

PictureIV-9

PictureIV-10

Description: Music Classroom in Yuk Choy High School (Ipoh, Perak), equipped with keyboard, chalk board, CD player, T.V., teachers desk, the students bench, fan. Date of photo taking: 14th April, 2005 PictureIV-11 PictureIV-12

Description: Ladders type Music Classroom in Han Chiang High School (Penang), equipped with upright piano, chalk board, drum set, a chair, a desk and air-conditioning system (due to the airtight space). Date of photo taking: 11th May, 2005 PictureIV-13 PictureIV-14

Description: Music Classroom in Batu Pahat High School (Batu Pahat, Johor), equipped with upright piano, white board, teachers desk, students desks and chairs, T.V., DVD-player, air-conditioning system (due to the airtight space). Date of photo taking: 30th June, 2005

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B. Facilities in the schools libraries The number of music books in the schools libraries could imply the schools policy for music education. If the funding for music education is scarce, as a result the number of music books and the variety of music books in the schools library would be scarce. For this survey, data could only be collected from the questionnaire, for the schools that did not reply and for the schools that only received telephone interview, the facilities in that schools library was remain unknown. From the total 42 replied questionnaire, only 29 schools had music books in their school library, 8 schools had non music books in the library, 5 did not answer. The types of music books included music scores, music education, music appreciation, music history, music stories, music performers, musicology, and books about instrumental learning. The table shows the types of music books and the number of schools that owns the books.
Type of book 1 2 3 4 5 6 7 8 music scores music education music appreciation music history music stories music performers musicology instrumental learning Number of schools that owned the type of book 13 14 15 15 20 16 7 2

TableIV-2The type of books in school library and the number of schools that owns the type of books.

V. The assessment The questionnaire had only included two questions in this section. The first was: do students put under assessment? And the second was: How are the assessments being done? With only these two questions, the assessment for music in the schools could hardly be known comprehensively. Issues below could hardly be seen: the percentage of different measurements that had been done; the importance of music result when students proceed to a higher level of school. However, according to the analyzed data, the types of measurement that had been used by the teachers are as follow: Solo singing, theory exam, sight-singing, instrumental playing, group assignment, the usual music works, attitude, and others (music credit, music composing and rhythmic exam). In summary, the music assessment in schools generally involved the formative assessment and the summative assessment.

16

The chart below shows the types of measurement and the number of schools that were using the type of measurement to evaluate the students performance.
30 25
Number of Schools

20
Group assignment, 6 Theory exam,24

15 10 5 0
Solo-singng, 20

Sight-singing, 9

Instrumental, 8

Usual worksheet, 19

attitude, 16

Types of measurement

ChartV-1The types of measurement versus the number of schools that used the type of measurement to evaluate the students performance.

VI. The teachers opinion The teachers opinions were being collected from the questionnaires, and also from the schools visited. Responses summarized as below: 1. Most teachers stated their worries of the future of music education. Music is a non-examination subject; hence, schools had not put in enough effort to promote music education to all students. Even though music education is implemented in school, yet music lessons are only provided to the classes that are not going to sit for unified exams. Teachers suggested at least to consider music as an elective examination subject in the public examination or unified examination. Teachers believed that, with the increased value of the subject, much funding from the schools board of directors will be given to music education. 2. From many responses, commentaries for the current music textbooks (those which are published by UCSCAM) were also been stated. Teachers thought that a revision on the music textbooks is in need urgently, many of the learning contents are beyond the students ability. The arrangements of the learning content should also be revised; the level of difficulties of musical theory and sight-singing should increase gradually instead of abruptly. Music appreciation should cover more musical cultures, and they should be dispersed throughout the three years of learning, to avoid only one kind of musical culture being emphasized within a particular year. 3. The role of UCSCAM- UCSCAM is considered as the headquarters of all Chinese Private High Schools, hence it had been placed a high expectation
17

others, 6

from the teachers, they suggested UCSCAM to organize students activities like inter-schools music competitions, musical camps, music teachers meetings and etc. These activities are aimed to gain the schools attention and boost up their willingness to promote music education in schools. VII. Conclusion This paper had presented an overview of the current states of music education implementation in the Chinese Private High Schools in Malaysia respectively on the music curriculum, the current music teaching materials, extra-curricular music activities and their contribution, the music teachers employment status, the teachers education background, the music classroom and facilities, music assessment, and the teachers general opinion to the current states. The overall percentage of CPHS implementing music education to the general students was fairly low; the situation was worse in East Malaysia, not even 50% of the schools in East Malaysia implement music education. Much effort should be put to promote music education in these schools especially those in East Malaysia. The activities suggested by teachers are to be accomplished; more schools-visiting should be done. Professional talks or ideas on the rational of music education, the methodology of music teaching and so forth, should be recommended into the schools; schools that are performing well in music education could be introduced as an exemplar or model into the schools that currently do not provide any music education, with a purpose to boost up the willingness of these schools to initiate music education. The data of the teachers education background shows a high demand for short courses and professional development activities. If the quality of music classroom teaching was to improve, teachers ability was an important thing to look after. Furthermore, a stronger network within the organization and the teachers should be formed; to ensure the information could be passed on to all music teachers. Teachers suggestions and commentaries on the current music teaching-materials had been put under consideration seriously. In fact, a music teachers meeting13 with regard to this matter had been done. The matter had come to a conclusion that a new music curriculum14 should be reformed, subsequent new music teaching materials (textbooks and workbooks) would be published when works had been accomplished. However, being part of the schooling system in Malaysia, the CPHSs music education could progress by no means if the central educations policy does not put more weight on the arts education. Only with the effort from the Ministry of
The meeting was held in 8th June 2005 in UCSCAM, with the participation of 12 teachers in total. 6 of them are from Kuala Lumpur school district, 3 from Klang, 1 from Johor, 1 from Melacca and 1 from Penang. 14 The New CPHS Music Curriculum is under reconstruction, with a panel of three professional and experienced music educators as advisors, and four other experienced music teachers from the CPHS as committee members. This New Music Curriculum took the Malaysian National Curriculum as the main reference. 18
13

Education to uplift the music status could ensure a better future for music education in Malaysia regardless to any sorts of schools. With regard to this matter, the role of MAME15 (the Malaysian Association of Music Education) is eminently important to lead all music educators into forming a decisive future for Malaysian music education. In the meanwhile, music teachers in CPHS should actively combine their efforts with MAME on account of forming this utopia. This survey could only draft a rough idea on the current situation; many details could still not be seen. Hence, more research or surveys on the related topic are awaited; a better solution could only be made when the situation had truly been grasped. Anyhow, with the information gained from this survey, hopefully a better future could at least be sketched.

References Ramona Mohd. Tahir, A Qualitative Review of Music Educators Perspective on the Present and Desired Future States of Malaysian Music Education, Malaysian Music Education Conference data CD (2005).

15 Ramona Mohd. Tahir, A Qualitative Review of Music Educators Perspective on the Present and Desired Future States of Malaysian Music Education, Malaysian Music Education Conference data CD (2005).

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Appendix I The list of visited schools. Person who received No Date (d-m-y) Name of school The schools district interview (P=Principle, HA=Head of Academic, T=Teacher,) Items that had been collected/ things that had been done Photo, Recording Johor Johor Bharu, CDs, Mr. Yang Wen Huang/ T textbook fundamental music. 2 14-3-05 Foon Yew High School 2 Kulai, Johor Mr. Yang Wen Huang/ T Photo Class Observation, 3 23-3-05 Kuen Cheng Girls High School Kuala Lumpur Ms. Bai Yi Li/ T Photo, Brass-band's VCD& program Class 4 25-3-05 Tsun Jin High School Kuala Lumpur Ms. Huang Wei Jun/ T Observation, Photo Class Observation, 5 31-3-05 Hin Hua High School Klang, Selangor Mr. Lin Qing Fu/ T Ms. Lin Ying Qian/ T Photo, plan, Choir's program 6 7 8 9 12-4-05 12-4-05 13-4-05 13-4-05 Pei Yuan High School San Min High School Pay Fong High School Pei Hwa High School Kampar, Perak Teluk Perak Melacca Muar, Johor Intan, Mr. Hu Su An/ P Mr. Wu Min Bin / P Mr. Li Zhong Hong/ T Ms. Song Hui Jun/ T Photo Photo Nil Photo Class Observation, 10 14-4-05 Chung Hwa High School Muar, Johor Mr. Sun Xiu Zhang/ T Photo, Orch. Program. Class 11 05-5-05 Hua Lian High School Taiping, Perak Ms. Zheng Zhi Li/ T Observation Chinese Concert Teaching School concert concert Music the of

14-3-05

Foon Yew High School 1

12

09-5-05

Yuk Choy High School

Ipoh, Perak

Mr. Liang Bing Chu/ P Ms. He Min Xian/ T Ms. He Jia Zhen/ p

Class Observation, Photo. Photo

13

09-5-05

Shen Jai High School

Ipoh, Perak

20

14

10-5-05

Keat Hwa High School

Alor Kedah Sg. Kedah Penang

Setar,

Mr. Huang Xiang Sheng/ P

Photo

15

10-5-05

Sin Min High School Penang Chinese Girls

Petani,

Ms. Wu Yong Ai/ HA

Photo

16

11-5-05

High School

Ms. Liang Jing Yi/ P

Photi Photo, past year

17

11-5-05

Phor Tay High School

Penang

Mr. Cao Er Wei/ T

music paper.

exam

18 19 20

11-5-05 29-6-05 29-6-05

Han Chiang High School Chong Hwa High School Pei Chun High School

Penang Rengit, Johor Pontian, Johor Batu Johor Pahat,

Mr. Lin Song jin/ T Nil Mr. Huang Xin Zhong/ P

Photo Photo Photo Class

21

30-6-05

Chinese High School

Ms. Yang Pei Pei/ T

Observation, Photo.

22

19-8-05

Chung Hua High School Confucian Private

Seremban, N.S.

Mr. Lee Kuan Rong/ P Ms. Wang Feng Qiu/ T Ms. Liang Wan Wei/ T Ms. Chen Yan Wei/ T

Photo

23

25-8-05

Secondary School

Kuala Lumpur

Photo

* all names of the person who received interview were translated from Chinese using PinYin by A.M.F.

Appendix II- List of telephone interviews No Name of School The schools district Person who received interview (P=Principle, HA=Head of Academic, T=Teacher) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Tsung Wah Private Sec. School Sin Min High School Chung Ling High School Chung Hua Middle School No.3 Guong Ming Middle School Wong Nai Siong Sec. School Citizen Middle School Ming Lik Sec. School Pei Tsin High School Kiang Hin Middle School Pei Min Middle School Riam Road Middle School Beaufort Middle School Tenom Tshung Tsin High School Kian Kok Middle School Lahad Datu Middle School Kuala Kangsar, Perak Alor Setar, Kedah Penang Kuching, Sarawak Sibu, Sarawak Sibu, Sarawak Sibu, Sarawak Sarikei, Sarawak Kudat, Sabah Sibu, Sarawak Miri, Sarawak Miri, Sarawak Mr. Wu Xiang Run/ HA Mr. Lin Ya Hua/ P Ms. Liu Hui Min/ T HA Ms. Xu Li Li/ HA Ms. Yu Yan Jing/ HA Mr. Chen Xun Chu/ P Mr. Chen Hua Hou/ HA Mr. Gu Ding Hua/ T Ms. Xu Li Min/ HA Mr. Fu Yu Hua/ HA Ms. Wang Ya Ying/ HA HA Mr. Liu Guang Yi/ HA Ms. Zhu Xiu Ling/ HA Ms. Yan Xiao Ting/ T

Beaufort, Sabah
Tenom, Sabah Kota Kinabalu, Sabah Lahad Datu, Sabah

* all telephone interviews had been done within September 2005. * all names of the person who received interview were translated from Chinese using PinYin by A.M.F.

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