Work

Developing and Validating Culturally-Responsive Instructional Material for Suona Technique in Chinese Higher Education: A Model for Integrating Global and Traditional Music Pedagogies

Year: 2026

Type: article

Abstract: Music education in higher education faces increasing pressure to balance cultural preservation with global professional demands. In China, Suona instruction, a traditional double-reed instrument taught historically through oral transmission and master-apprentice pedagogy exemplifies this tension. While these traditional modes ensure the continuity of cultural heritage, they often lack structured curricular design, diverse learning resources, and pedagogical adaptability expected in contemporary education. This paper presents the development of a Culturally-Responsive Instructional Material (CRIM) designed for tertiary-level Suona technique classes. The study integrates principles from Constructivist Theory, Multiple Intelligences Theory, and Vygotsky’s Zone of Proximal Development to create a model that systematically fuses Western instructional design methods with the cultural value inherent in traditional Chinese music pedagogy. The paper outlines the theoretical framework, describes the model used for curriculum design, and discusses pedagogical implications for integrating global and local practices in applied music instruction. The resulting model offers a replicable and theoretically grounded pathway for enhancing student engagement, technical development, and cultural awareness in higher music education.

Source: International Journal of Academic Research in Progressive Education and Development

DOI: 10.6007/ijarped/v15-i1/27345

Authors: Zhang Fei, Shafizan Sabri

Institution: Sultan Idris Education University

Language: English

Topic: Diverse Music Education Insights

Subfield: Music

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7118083374