Conference Agenda

This paper explores Chinese teachers' perceptions of teaching quality in music education, grounded in my doctoral research on teachers' implementation of recent policy reforms and their views on creativity within the context of twenty-first-century music education in China.

The research is guided by a comparative analysis of Western and Eastern theories of creativity, contrasting Csikszentmihalyi's Systemic Model of Creativity (1996) and Craft's Model of Possibility Thinking (2000) with Eastern perspectives, particularly the integration of fine art, truth, goodness, and beauty, as discussed by Rudowicz (2004). Eisner's (2017) framework of educational criticism and connoisseurship further informs the research methodology and analysis.

An interpretivist qualitative approach was employed, involving three rounds of non-participant observations and semi-structured interviews with six participants—three primary school music teachers and three piano teachers.

Findings reveal that these Chinese music teachers recognise the vital role of music education in fostering creativity through quality teaching. Their perceptions of teaching quality are deeply rooted in a holistic understanding that integrates aesthetic education with cultural and educational values. They highlighted the importance of quality in music education as a means to address challenges, including the limited scope of traditional teaching methods focused on technique and knowledge acquisition, alongside the pressures of examinations and the workload these create.

This research contributes to the conference theme of Characteristics of Quality Teaching by examining the impact of traditional and contemporary teaching practices, alongside systemic pressures, on teaching quality in Chinese music education. It also addresses Curriculum Design for Equitable Teaching by exploring how creativity can be integrated within the existing educational framework.

This paper presents findings from a project exploring music education's role in supporting phonological awareness and literacy development in learners at two Glasgow primary schools. Delivered from August 2023 to June 2024 as part of the Youth Music Initiative (YMI), the project aimed to enhance phonological awareness through regular music instruction, focusing on pupils residing in areas of high deprivation and those for whom English is an Additional Language (EAL).

The project drew on Hallam's (2015) research on music's cognitive benefits for language processing, alongside Glasgow City Council's social justice initiatives, which emphasise inclusive education in addressing literacy gaps in disadvantaged communities.

The project involved fortnightly music lessons for Primary 1 pupils, delivered by YMI tutors who provided modelled lessons and resources for teachers. Phonological awareness assessments were conducted at the start and end of the year and were supplemented by classroom observations and pupil-learning conversations. Data were also collected from teachers, EAL specialists, and YMI tutors to evidence impact and is presented in video format.

The analysis revealed significant improvements in phonological awareness. In Primary School 1, 90% of children had gaps in phonological awareness at the start of the year, which reduced to 25% by June, with a 54% increase in average scores. Primary School 2 saw a 43% improvement, with 95% of pupils progressing. These gains were especially marked for those living in disadvantaged communities and EAL pupils, suggesting that the music programme effectively addressed literacy gaps in these groups.

This project demonstrates music education's potential to promote equitable teaching practices and close attainment gaps in literacy. By supporting diverse learners, particularly those living in poverty, with additional needs or language barriers, the music programme illustrates how innovative teaching approaches can contribute to educational equity and inclusion, aligning with the conference’s focus on socially just classrooms.