Mapping music education research in Hong Kong


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13 Citations (Scopus)


This paper reviews research on Hong Kong’s music education. The review shows that music education in Hong Kong after the change of sovereignty in 1997 differs from that in the People’s Republic of China; there is an emphasis on western classical music rather than the traditional Chinese music in the classroom, with a disconnection between what students enjoy after school and the music they hear and sing in school; composing is the least taught aspect of music; and a more student-centred approach catering more for children’s interest is recommended. The findings also show that computers have encouraged motivation and creativity while complementing listening and performing. Constant development has occurred in teacher education, while teachers’ understanding of children’s musical development and their ways of thinking about music can help their teaching effectiveness. This review also suggests the need for further scholarly study into the effects of a curriculum that is more balanced between western and Chinese music and effective ways of teaching Chinese music, the teaching of music creativity, including the integration of technology and less rigid systems of teaching and learning to promote children enjoyment in music learning. Copyright © 2004 Society for Education, Music and Psychology Research.
Original languageEnglish
Pages (from-to)343-356
JournalPsychology of Music
Issue number3
Publication statusPublished - Jun 2004


Cheung, J. (2004). Mapping music education research in Hong Kong. Psychology of Music, 32(3), 343-356.


  • Chinese music
  • Creativity
  • Education reform
  • Information technology
  • Integrated curriculum
  • Student-centred approach
  • Teacher education
  • Weak framing


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