Music Education II

MUM201

Dr.Carol A. Gartrell

Kaewalin Prasertchang

MA in Music Education

K0733740

Deadline Date: 28 April 2008

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Topic

How has the School Music Education Curriculum Developed in Hong Kong 1945-1997 and

What Have Been the Key Drivers of Change?

1.1 Introduction

A good quality basic education is especially essential for life today, because it has an

important influence on attitudes, life conditions, employment and beliefs of people, as well as

making an important contribution to developing the society (Adamson and Morris, 1998). It is

certain that from the wider historical context in Hong Kong, education was seen, in many ways, as

the means of developing a skilled workforce, expanding economic opportunity, enhancing social

mobility, and preparing young people to participate in a society.

The area of this research will be to study an important issue in education and music

education in the Hong Kong curriculum. Further, music will be recognized as an essential school

subject and an important activity for the development of children. This makes the music no less

important than any other school subject. The purpose of this research is to study the development

of education in particular music education in Hong Kong from 1945 to 1997.

1.2 Aims

The aims of this research are to examine the development of school music education in

Hong Kong. Specifically, there will be the study for the key drivers of change in music education

curriculum, for example the supporting from the government.

1.3 Objectives

The objectives of the research encompass several issues. Firstly, to study the conditions for

school music education in Hong Kong, including the support providing by the government during

the period of British role and after it was returned to China in 1997. Secondly, to explore the

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effectiveness of the education policies of Britain and other countries, that has affected the education

system and music education in Hong Kong. Thirdly, there will be the investigation the balance and

content of the school music curriculum (e.g. Western and Chinese traditional music). Finally, there

will be the exploration of the key drivers of change in music education curriculum in primary and

secondary schools in Hong Kong.

1.4 The Research Questions

1. What is the mission and rationale of the education in Hong Kong? How is it designed

processed, planned, and managed?

The data to answer this question will be gained from the interview of the government staff in

Hong Kong, as well as other sources such as, government documents, books, and articles that relate

to the history and the purpose of the education system in Hong Kong.

2. Are there any supports from the Hong Kong government in the education system?

The data will be collected concerning the support from government through questionnaire,

government documents, such as the evaluation report, books and articles. Moreover, the useful

information from the official webpage of Hong Kong government will be used to get the general

information about education system in Hong Kong.

3. Are there any outside influences from the United Kingdom and other countries that affect

education system and music education in Hong Kong?

There is to find the impact from other countries on the education system in Hong Kong, as

well as the impact on music education. In order to find out about this issue, there will be the

discussion of the factors that related to the research question. The data will be gained from the

interview of the government staff in Hong Kong, the documents, book, and articles.

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 4. How was the balance and content of the school music curriculum in education in Hong

Kong?

There will be the discussion concerning the teaching of Western music and Chinese

traditional music in school music education in Hong Kong. It is possible that in order to get the

information, the best way is to collect the data by conduct the individual interview to the

government officers. The information can be collected through the questionnaire concerning the

teaching in school, contributed to the teachers who teach in primary school and secondary school.

Moreover, the data can be gained from other researches, and articles.

5. What was the outside factor of the development in school music education in Hong Kong?

There will be a consideration as to what the different outcome from the teacher who

graduated from different period, and the attitude toward people in society concerning about school

music teaching. The information can be collected by includes questionnaire concerning the school

music curriculum and activities, contributed to the teachers who teach in primary school and

secondary school.

1.5 Methodology

In relation to this kind of research, the methodology engaged for this research is the

gathering of both quantitative and qualitative methodology and presented through a combination of

interviews and questionnaires. In order to collect all the information, the combination of two

methodologies was used because of the various kinds of research question.

The quantitative research is the appropriated method to collect factual data from the

experience of the respondents. However, qualitative research is more focused on the specific

situation (Cohen and Manion, 1994). Qualitative technique that can be used is the interview and

quantitative technique that can be used is the questionnaire.

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1.5.1 Interview

The research methods such as interview content analysis collect qualitative data that provide

information for the researcher to identify the logistic operation and the principles that help to ensure

the quality of the information (Cohen and Manion, 1994). .

In the interviews from the given research data, people were selected from among those who

had direct links to the education in Hong Kong. The researcher interviewed for the details

concerning the development of education in Hong Kong. The two interview data contained

numerous common questions, but the procedures never the less varies. To that end, the interview

process included questions that encouraged the sharing of stories about the interviewees’ role in

relation to education in Hong Kong.

1.5.2 Questionnaire

In addition to interviews, information was also collected from questionnaires, the purpose of

which was to explore the music teaching situation and the music curriculum in Primary and

Secondary school. Much of this involved personal opinion. The questionnaire was distributed to

teachers in primary and secondary school in Hong Kong.

1.6 Critical Review

Silverman stated that ‘There are no right or wrong in methods that used. There are only

methods that are appropriate to your research topic and the model with which you are working’

(2005:112). Actually, it is possible to be more analytical in this research. Basically, in the

researcher’s view, the processes of collecting the data from interviewing the government officers

naturally lead to the findings and results of research questions. Other methods of gaining

information of depth about the school music education in Hong Kong are to involve analyzing the

individual interviews with some teachers and pupils in school. The individual interview can

conduct by the use of the random sampling of teachers in primary school and secondary school, and

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the pupils in both levels. Moreover, it might also be possible to include observations in music

classrooms, as well as documentary research.

The main focus on this research is to find out about the development and the key driver of

school music education in Hong Kong, but there is the time limitation, and the lack of sources. So

that, mainly in this article was the analysis factors of the general education, in which related to the

school music education in Hong Kong. In order to provide comprehensive conceptual support for

this research, a review of the education system in Hong Kong, which is an important aspect, must

be reviewed. There are the various kinds of source, for instance, textbooks, articles, and the

government documentaries. When doing the literature review, it can provide a great deal of useful

information that related to this research. It must be the discussion to provide the guidance for a

similar or different analysis from other researcher, to be compared with the interviews and

questionnaire data, which the researcher has got. Therefore, when the literature reviews are done,

there is much significant information which agrees or disagrees from the interviews data or the

questionnaire data. Following this, the researcher can do the comparative of the information that

gained from all sources, and then find the conclusion to answer the research questions.

1.7 Key findings of the research

1.7.1 The development of the education system in Hong Kong and the support from the

Government

The education system of Hong Kong incorporates a great deal of influence from the United

Kingdom and China. Basically, the educational influences from the UK placed emphasis on

‘divergent thinking and the development of the individual’, whereas the educational influences from

China placed emphasis on ‘convergent thinking and development of the community’ (Che-leung,

1997, Appendix 10-1:5)

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 During the period of colonization, the British Government planned ‘to reproducing British

education in Hong Kong’ (Topley, 1997, Appendix 10-4:1), so they employed an Education Advisor

with the purpose of creating the new education policy in Hong Kong. The two interviewees agreed

that there was no specific mechanism in Hong Kong to study educational practices from overseas

(Che-leung, 1997; Topley, 1997). Instead, in the 1970s and the 1980s, a training programme at the

Institute of Education, London University was made available to the staff of the Education

Department in Hong Kong to study abroad in general and specific subjects.

There are two factors considered key to educational change in Hong Kong, firstly, the

establishment of two secretaries, one for Social Services and the other for Education and

Manpower. The second factor was the establishment of an Education Commission in the 1980s.

Since then, the Education Department in Hong Kong has taken the responsibility for the

constitution of education policy. Furthermore, there are a number of advisory bodies on education

in Hong Kong, which help to formulate the curriculum policy, such as, the Education Commission,

a panel of educationalists, politicians, government officials, and the Curriculum Development

Council (CDC) (Adamson and Morris, 1998).

After the return of Hong Kong to the People's Republic of China, the Education

Commission of Hong Kong in collaboration with the Education policy of China stated that there

would be a reform of education policy in Hong Kong using practical and contextual pedagogical

strategies. These aimed to improve student learning at the classroom level, and it is evident from

the Progress Report on the Education Reform (4) that ‘On-site Support to Schools in Curriculum’

was used:

‘The development special focus will be given to the interface between the primary and

secondary education as well as the vertical progression and horizontal coherence of the

school-based curriculum based on the integral conceptions of teacher development and

curriculum development at the school level.’ (Section 4: Support for Schools, 2006)

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1.7.2 Influences from other countries that impact on the education system in Hong Kong

Based on the interview data, it seems that there was some impact from the United States,

Australia, and Japan, but particularly Che-leung (1997) affirmed that ‘the United Kingdom (U.K.)

had most influence on Hong Kong’ (Appendix 10-1:2). This evidences stems from the history and

political connections between the United Kingdom and Hong Kong. This has continued with the

establishment of cooperation between the London GCE Board and the Hong Kong Examinations

Authority. Therefore, several elements from the British National Curriculum were also used in the

Hong Kong curriculum. These include firstly, the concept of a common core curriculum providing

equal education opportunities for all pupils. Secondly, the support for subject teaching to help build

up the traditional subject teaching in Hong Kong. The advantage of the development of this

concept is that it provides continuity for pupils at all levels. Lastly, there has developed an

emphasis on criterion-reference testing and a sharper focus on teaching and assessment. However,

the Hong Kong Examinations Authority also developed its own subjects reflecting the needs of

Hong Kong pupils and having it owns characteristics.

Adamson and Morris presented an important discussion of this issue that ‘Hong Kong’s

curriculum has also been heavily influenced by its proximity and relationship with China, […]

’ (1998:184), while Bray (1991) suggested that these influences primarily concern the cultural

traditions of China. Che-leung (1997) pointed out that with reference to the impact from China

there was considerable influence on general aims of education in Hong Kong, in order to provide

the teaching of traditional Chinese.

1.7.3 The Medium of instruction and Music Education in Hong Kong

In Hong Kong, Cantonese and English are the two official languages, the former being the

most widely spoken dialect and the latter being more commonly used for business. While Ho

(1999) suggested that most of the international schools and Chinese schools in Hong Kong use

English for instruction. Topley (1997) mentioned that Cantonese was the medium of instruction in

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Hong Kong. However, most parents in Hong Kong admitted that they generally preferred English

medium to be used in school, as they consider that it would lead to better life conditions, for

example, salary, and employment. Moreover, they believe that pupils who graduate through

English medium will also have more opportunities to continue their study abroad. Further, middle

class parents also desire ‘greater expectations for their children and seeing education as the main

conduit to achieve these’ (Adamson and Morris, 1998:183).

As a result, this can be lead to problems concerning the teaching of Western and Chinese

traditional music. Indeed, while Hong Kong aims to ‘incorporate both Western and Chinese

classical music traditions’ (Brand and Ho, 1990:230), most teachers in secondary school suggest

that the teaching of Chinese traditional music was ‘unsuccessful’ (Appendix 6-2:20). Apparently, it

seems that the pupils are not interested in Chinese music as they consider Chinese traditional music

to be old fashioned. Moreover, another issue concerns the lack of musical knowledge in Chinese

music of the teachers themselves, with a lack of reference and supporting materials in school.

However, Man (2008) mentioned that during his study in Hong Kong he was taught ‘to sing or

listen to both Western and Chinese music such as Yesterday and some traditional Chinese songs’

and ‘the music textbook to teach us the song and the book has fairly 50-50% of Chinese and

English songs’ (Interview, Appendix A)

From the research of Brand and Ho, the Education Department has tried to solve this

problem by providing the support, such as organized the workshops to improve the teachers’

abilities to learn how to play Chinese instruments. Nonetheless, the problems still remain, and they

note that:

‘Cham-Lai (1998) reports that these workshops were poorly attended and Ho (1996) found

that music teachers were devoting very little time to teaching Chinese music. […], Hong

Kong teachers demonstrated little or no interest in Chinese music, often covering it very

superficially in lessons. Hong Kong teachers often cite insufficient training and lack of

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 appropriate teaching materials as reasons for the lack of Chinese music in their schools.’

(1999:230)

Additionally, after return to the People's Republic of China, the music education in Hong

Kong placed more emphasis on Chinese traditional music. However, there are considerable

philosophical differences and, according to Brand and Ho, there is ‘no evidence to support the

notion that Hong Kong music educators are expected to contribute to or influence school music

education as practiced in China.’ (1999:230). They further stated that the music education in China

and Hong Kong was focused on studying Western classical music, through listening, singing,

notation, reading and instrumental playing. However, music education in China presents the

concepts of nationalistic and patriotic ideology, which did not feature in Hong Kong.

1.7.4 School Music Curriculum in Primary school and Secondary school

The establishment of the music education in Hong Kong occurred during the 1970s, and led

to the hope to ‘achieve high standards in music’ and ‘give such opportunities to a wide swathe of

Hong Kong pupils’ (Appendix 10-4:3). However, there remain many issues engendered by this

development.

Firstly, in relation to the curriculum areas covered in primary and secondary schools in

Hong Kong. The data from the questionnaires found that Singing, Pitch Training, and Rhythm

Training are the most common areas conducted regularly in primary school, whereas in secondary

school there are Singing, and Listening to Western Music.

Secondly, the questionnaire also indicated that the primary school teachers, who trained in

1950s-1970s, tend to have the lacked of confidence teaching Recorder, Music & Movement and

Critical Music Making, whereas teachers who trained in 1980s-1990s, tend to have more confidence

(Appendix 5-2:8-9). Further, most teachers in secondary school also lacked confidence and had the

problem of few supporting materials. Man (2008) stated that in his school, ‘The teacher who

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teaches music, is the general teacher, they teach other subjects as well. But, they tend to have more

knowledge in other subjects, rather then music’ (Interview, Appendix A). Indeed, most teachers are

very uncomfortable about the things that they do not feel familiar with, and as they also lacked

confidence they did not take action much in those areas.

In addition, thirdly, as can be seen from the questionnaire results, there are not many

teachers trained in 1980s-1990s participating in musical activities, festivals, and competitions. The

reason is because of a lack of confidence and experience for managing such high-standard events

(Appendix 5-2:24). By contrast, however, there are numerous teachers trained in 1950s-1970s who

send pupils to participate in the music festivals or extra-curricula activities. It seems that when

teachers have more knowledge and experience, they seem more willing to teach and conduct in

those areas.

Finally, concerning the support from the Hong Kong Government in music subject matter,

Lam (2008) noted that the government does little to promote the improvement of music

appreciation, and neither the government nor parents were encouraging pupils to advance

themselves in the music world. Indeed, it is possible that governmental or parental attitudes do not

promote music study at all (Man, 2008).

1.8 Conclusions of the research

In conclusion, there are three main points from the research. Firstly, Britain and China are

most influential country on the education system in Hong Kong, but there is no evidence to show

the direct impact on music education. Indeed, Hong Kong developed its own education system and

music curriculum which were used in schools. Secondly, there is evidence to show that the Hong

Kong government provides support to help schools to develop the general education, but there is

not enough support with emphasis on the music curriculum. Finally, the attitudes of the people in

society, such as parents can be a strong influence on the teaching of music in both primary and

secondary school in Hong Kong.

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1.9 Recommendations

The most important aspect for consideration concerns the improvement of school music

educations, however while the argument about this issue still remains a problem, one remedy

solution at this stage is that the Education Commission takes an important role in making decisions

about the education policy and how to run the education activities in Hong Kong. In my opinion,

they should support all of schools, both in education system and school activities, especially in

music classes, by providing enough resources in order to help them succeed. Moreover, they need

to address concerns about the effective school music curriculum, which provides the basis for the

lessons in order to improve the quality of music teaching.

In the same way, the schools themselves should also provide sources of support for music

teachers, such as music textbooks, equipment, and useful materials. It is difficult for teachers to

design the classroom activities in accordance with the pupils’ interests, while the teaching materials

are neither brand new nor satisfactory. This will provide a greater range of opportunities, and create

more effective teaching. Furthermore, there should be more training programmes for music

teachers, who should have a music teaching qualification to teach in school. The effective music

teachers must complete university’s requirements for a degree in music or music education and

must demonstrate knowledge of the musical subject such as history of music and literature, music

theory, composition, improvisation, orchestration and conducting. Indeed, they should have good

communication skills, professionalism, planning skills, musicianship, and a love of children (Reid,

2001).

Word count: 3,309

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 Appendix A: Interview with Tang Pok, Man

Interview Data
Date: 27 February 2008

1. In your opinion, what do you think about the music education in Hong Kong during your time of study?
Answer The music class is compulsory for us. During primary school, we had music class since
primary one. During high school, we only had music classes from secondary 1 to 3. We have one or
two music class each week and we kind of mixed listening or singing together during the lessons.

2. In your opinion, are there any factors that have impact on music education in Hong Kong?
(Government, attitude of parent-society, etc)
Answer I don’t think that the government or parents’ attitude were promote the music study. It’s
totally about the school and teacher who help to organize the music activities in school.

3. Could you tell me the quality of teaching music when you were studied in primary and secondary
school?
Answer The quality of teaching music was really good. The teacher who teaches music, is the
general teacher, they teach other subjects as well. But, they tend to have more knowledge in other
subject, rather then music.

4. Could you tell me what do you think about the teacher’s ability of teaching music in Primary and
Secondary school?
Answer The teacher ability was good and they had knowledgeable of music subject. In my
secondary school I found that the teacher was good, she had abilities to teach music class as she
graduated from the music school.

5. In your opinion, what do you think about the challenges of teaching the music to the children since they
were very young?
Answer I think it is good idea, but not many people concern about these. Nowadays in Hong Kong,
kids attend more extra class outside school, for example English, Math, Science. There is not many
people study art or music at all as I know.

6. Are there any supports from Hong Kong government in the development of the school music
curriculum? (Such as the concert, music festival – is the government support on those activities or not?)

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 Answer I do not know anything about this issue. But my primary and secondary school organized
some musical show once a year.

7. From your studying experience in the Primary and Secondary school, what do you think about the
music activities that provided to pupils in school?
Answer I was taught to play recorder and also to sing or listen to both Western and Chinese music
such as Yesterday and some traditional Chinese songs. My primary school had a percussion band
and a choir. My secondary school had a lot of music groups, such as percussion, orchestra, and
choir.

8. From your studying experience in the Primary and Secondary school, what do you think about the
facilities and equipments for teaching music in school?
Answer When the teacher taught us to sing or play music, they simply followed the music textbook
to teach us the song and the book has fairly 50-50% of Chinese and English songs.

9. Could you tell me your opinion about the student’s achievement from the music classroom in primary
at secondary school?
Answer I don’t think that we achieved much about the musical knowledge. During my study, we
learn only some basic music knowledge just like the lower level of the music theory exam. The
school examination was presented trough written exam, in order to test our music knowledge, for
example like writing 'c d g....', listen to the music then answer the name of the song, the
instrumental, etc.

10. Could you give me the opinion and suggestions, how to improve the quality of teaching music in
primary and secondary school?
Answer In my opinion, we had quite practical class in the sense that we have the chance to sing and
play the recorder in the class. But for the theory class, we learned it but most of us don't know how
to apply it later. They are just so basic, so this must be the thing that needs to change. I think that
not many pupils from primary and secondary school interesting on musical study. The government
should help to promote this subject as much as they can.

Appendix B: Interview with Sarah, Lam

Interview Data

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 Date: 12 March 2008

1. In your opinion, what do you think about the music education in Hong Kong during your time of study?
Answer During primary school, music class is one of my favorite classes because it was very
relaxing. However, it got harder for me compared to other classes when the teacher started teaching
“musical notes” since I did not play any musical instruments. During high school, we only had
mandatory music classes from Form 1 to Form 3. I only remember that we learned a lot of music
history during class and it was not very interesting at all.

2. In your opinion, are there any factors that have impact on music education in Hong Kong?
(Government, attitude of parent-society, etc)
Answer I don’t think that the government or parents were encouraging pupils to advance themselves
in the music world. I hardly can recall any of my school mates who wanted to become a musician
when they grow up.

3. Could you tell me the quality of teaching music when you were studied in primary and secondary
school?
Answer The quality of teachers was actually pretty good. My secondary school was an English
teaching school and I noticed that most of their English is a lot better than other teachers because
they studied abroad at foreign countries like US, UK, Canada, etc. It really helped pupils in term of
delivering the subject in class.

4. Could you tell me what do you think about the teacher’s ability of teaching music in Primary and
Secondary school?
Answer Their ability was pretty good and very knowledgeable in the music subject.

5. In your opinion, what do you think about the challenges of teaching the music to the children since they
were very young?
Answer In Hong Kong, pupils are very stressful with their school even though they are in primary
school. I notice that parents bring their kids to get extra tutoring in Kumon or other tutoring service
to improve their Math or English. The student’s time becomes very limited if they are learning
musical instruments on top of their studies.

6. Are there any supports from Hong Kong government in the development of the school music
curriculum? (Such as the concert, music festival – is the government support on those activities or not?)

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 Answer I do not recall and am aware of if there were any subsidized concert or music festival by the
government at all.

7. From your studying experience in the Primary and Secondary school, what do you think about the
music activities that provided to pupils in school?
Answer My school did provide some kind of violin classes and the price is cheaper than outside.
However, there is no good incentive to take those classes at school so the participating rate was
pretty low.

8. From your studying experience in the Primary and Secondary school, what do you think about the
facilities and equipments for teaching music in school?
Answer The facilities and equipments are adequate but not great.

9. Could you tell me your opinion about the student’s achievement from the music classroom in primary
at secondary school?
Answer I don’t really know any student who had achievement from the music classroom. Our
secondary school has a “talent show” every year and a lot of pupils sang in the contest. Thus, I only
know pupils who could sing very well but that is nothing related to playing any kind of musical
instrument.

10. Could you give me the opinion and suggestions, how to improve the quality of teaching music in
primary and secondary school?
Answer I think the attitude of the general society need to change. In addition, I don’t feel that the
government is doing anything extra to promote the improvement of music appreciation by pupils.
Furthermore, pupils in primary and secondary school focus most of their time on studying and do
not have a lot of time for extra curriculum activities.

Bibliography by MHRA

Data Set

- Result of Questionnaire on the Teaching of Music in Primary School [on Hong Kong]

(1993), Appendix 5-2

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- Result of Questionnaire on the Teaching of Music in Secondary School [on Hong Kong]

(1993), Appendix 6-2

- Interview with C.L.Ho (1997), Appendix 10-1

- Interview with K.Topley (1997), Appendix 10-4

Book

- Adamson, Bob, and Morris, Paul, ‘Primary Schooling in Hong Kong’ in The Primary

Curriculum: Learning from international perspectives, Ed. by Janet Moyles and Linda

Hargreaves (London: Routledge, 1998), pp.181-204

- Bray, Mark, ‘Hong Kong Education in an International Context: The impact of External

Forces’ in Hong Kong Becoming China: The Transition to 1997, Education and Society in

Hong Kong: Toward One Country and Two Systems, Ed. by Gerard A. Postiglione (London:

An East Gate Book, 1991) pp.83-94

- Cohen, Louis, and Manion, Lawrence, Research Methods in Education, 4th Ed. (London:

Routledge, 1994)

- Mckernan, James, Curriculum Action Research: A handbook of methods and resources for

the reflective practitioner, 2nd Ed. (London: Kogan Page, 1997)

- Reid, Sandra, ‘How to develop your child’s musical gifts and talents’, foreword by Donald

A. McKellar (Chicago: Contemporary Books, 2001)

- Silverman, David, ‘Doing qualitative research: a practical handbook’, 2nd Ed. (London:

SAGE, 2005)

Article

- Brand, Manny and Ho, Wai-Chung, ‘China recaptures Hong Kong: a study of change for

music education’ British Journal for Music Education (1999) 16:3, 227-236

Interview

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- Lam, Sarah, (Interview by e-mail) 12 March 2008

- Man, Tang Pok, (Interview by e-mail and MSN) 27 February 2008

Website

- The official website of The Education Commission, Hong Kong.

Progress Report on the Education Reform (4), 2006 Available from

< http://www.e-c.edu.hk/eng/reform/Progress%20Report%20(Eng)%202006.pdf >

[Accessed Date 8 March 2008]

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