School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten

Wing Chi Margaret LAU, Susan GRIESHABER

Research output: Contribution to journalArticle

Abstract

The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity. Copyright © 2018 Cambridge University Press.
Original languageEnglish
Pages (from-to)133-152
JournalBritish Journal of Music Education
Volume35
Issue number2
Early online dateMar 2018
DOIs
Publication statusPublished - Jul 2018

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kindergarten teacher
kindergarten
Hong Kong
music
curriculum
music lessons
school
creativity
music curriculum
Music
Kindergarten
Integrated Curriculum
teacher
interview

Citation

Lau, W. C. M., & Grieshaber, S. (2018). School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten. British Journal of Music Education, 35(2), 133-152. doi: 10.1017/S0265051717000250