With the revival of interest in integrative learning approaches in some parts of the world, initiatives in integrating music learning with other art forms or non-arts disciplines are gaining increased attention in Hong Kong schools, whether primary or secondary. The initiatives may be that of the schools (top down), that of the teachers (bottom up), or that of other arts/non-arts organizations (outside-in). Terminology including integrated arts learning, arts education, arts across the curriculum, and cross curriculum arts education may be used to denote these initiatives and all may incorporate elements of music learning. How much value this has to music learning is of interests to music educators. This paper reports on the case studies involving two primary schools which hold different principles in education. In the two school cases, classes which were designed with integrative learning incorporating music, other art form and / or non art subjects were observed to see how arts education across the curriculum has been implemented by music teachers. A questionnaire was administered to all students after they have participated in these classes to retrieve collective quantitative data to see the impact of integrative learning on students. Teachers involved were interviewed to reveal their perspectives regarding pedagogy and values they hold in these initiatives. Copyright © 2007 Australian Association for Research in Music Education.
|Title of host publication||Proceedings of the 29th Australian Association for Research in Music Education Annual Conference: Music Education Research, Values and Initiatives|
|Place of Publication||Melbourne|
|Publisher||Australian Association for Research in Music Education|
|Publication status||Published - 2007|