Exploring Integrated Curriculum for Music Education in China During the Covid 19 Pandemic

Yan Yan; Lisha Li

Authors

Yan Yan Jose Rizal University, Philippines
Lisha Li Jose Rizal University

Keywords:

China Music Education, Connectivity Collaboration

Abstract

With the development of technology, the whole world has become more connected, not only in terms of geographical location but also in intellectual material. Intellectual connections have included the scholarly world of education in general, as well as music education in particular. These connections lead to collaborations by people in different countries and different fields. In the same way, finding connections between music education and other educational subjects would encourage collaborations among teachers in schools, it could also promote an integrated model of music teaching.

During the global pandemic, things have gone in a different situation identified that there are so many ways to look at the world—the music world has changed which leads us to discover the connections between music and the students. Barrett described connections for music by saying: “because music is inextricably linked with artistic expression, history, and culture, other disciplines within the curriculum that are also concerned with these broad concepts—such as language, art, dance, theater, and social studies—may be the most logical areas with which to forge interdisciplinary connections” (Barrett, McCoy & Veblen, 1997, p. ix).

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