As a major reflection on the horizontal and vertical integration of the content of the curriculum, textbooks are the main resource of teachers. The aim of this study was to analyze the content of selected series of primary music textbooks in Hong Kong. An analysis framework was designed. Data obtained from the analysis were subjected to basic descriptive statistics. Demographics including frequency and percentage distributions of the listed features were studied. The analysis was done on the micro level as well as the macro level. The intra and inter relationships of the content of the textbook series were revealed. It could be seen that the music elements and music knowledge were presented in quite a balanced proportion. The performing of music in various forms was a dominant classroom activity while the proportion of creating music is still small and that on the listening to music was acceptable. Assessment activity was minimal. Other significant result included that the number of songs of foreign origins outnumbered that of Chinese and local origins though the language used was mostly Cantonese. Since textbook is a kind of operational curriculum, it is recommended that a more balanced content should be included and designed for a more comprehensive and effective music teaching and learning. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|