Educational Perspectives on the Literacy of Chinese Folk Music Recomposed for Saxophone

Haoyun Guo, Peerapong Sensai, Khomkrich Karin

Abstract


Chinese folk music, rich in cultural and historical significance, represents a vital element of the nation’s intangible heritage. This study investigates the educational perspectives on the literacy of Chinese folk music recomposed for saxophone. Recomposing such music involves adapting traditional melodies for modern instruments like the saxophone, blending cultural authenticity with contemporary techniques. Through a qualitative research approach, the study explores how recomposed Chinese folk music fosters technical proficiency, cultural literacy, and creative expression in students. Data were collected through interviews with three key informants, document analysis, and performance observations. Thematic analysis revealed four key findings: recomposed music enhances cultural literacy, supports technical and artistic development, fosters pedagogical innovation, and balances tradition with modernity. Despite these benefits, challenges persist in preserving the core identity of traditional music while innovating for modern audiences. The study highlights the role of educators in designing curricula that integrate historical context and cultural narratives alongside technical skills. Recommendations for future research include exploring the use of recomposed music with other instruments, examining student perceptions, and leveraging digital tools to enhance accessibility. This research contributes to cultural preservation and the evolution of music education practices by addressing these areas and offering insights for educators, composers, and performers.

Keywords


Chinese Folk Music, Saxophone Education, Musical Literacy, Cultural Preservation, Recomposition Techniques

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.1p.96

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