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Traditional Chinese Art Forms: A Literacy Case Study of Song Ci Art Songs
Abstract
Song Ci art songs, originating during the Song Dynasty (960–1279 CE), represent a harmonious blend of classical Chinese poetry and traditional music, embodying profound cultural, historical, and artistic significance. This study investigates the educational significance of Song Ci art songs, focusing on their role in fostering literacy within traditional Chinese art forms. Literacy, in this context, extends beyond reading and writing to encompass cultural interpretation, critical thinking, and artistic appreciation. Adopting a qualitative case study approach, this research was conducted at a cultural education institution in Xuzhou City, Jiangsu Province, renowned for its active engagement with Song Ci art songs. Data were collected through in-depth interviews with four key informants, document analysis, and thematic observation of workshops and performances. The findings reveal that Song Ci art songs enhance cultural literacy by engaging learners with the historical, linguistic, and emotional dimensions of Chinese heritage. These songs also promote interdisciplinary learning by integrating poetry, music, and visual arts, while fostering linguistic proficiency, analytical thinking, and artistic creativity. Despite challenges in accessibility due to their complexity, the study highlights the potential of multimedia tools and interactive learning strategies to address these barriers. The research underscores the significance of Song Ci art songs as a medium for preserving cultural heritage and enriching education, offering insights for integrating traditional art forms into modern curricula. Future research should explore cross-cultural applications and technological innovations to further enhance their educational impact.
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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.347
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