As a major reflection on 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 textbooks series were revealed. The study analyzes the proportion of music elements, music knowledge, and the types of activities presented in the textbook series. Main findings reveal that the performing of music in various forms is a dominant classroom activity while the proportion of creating music is minimal and that on the listening to music is comparatively low. Other significant results include that the number of songs of foreign origins outnumbers that of Chinese and local origins, though the language used is mostly Cantonese. Regarding music content and music activities, a comprehensive intended primary music curriculum is recommended. It is hoped that this study would furnish a basis for better refining the music curriculum and would provide insight for its future development. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||School curriculum change and development in Hong Kong|
|Editors||Yin Cheong CHENG, King Wai CHOW, Kwok Tung TSUI|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education|
|Publication status||Published - 2000|