Transmission of Yi folk song knowledge into educational institutions in Liangshan and Chuxiong Prefectures, China

Authors

  • Juncheng Fang
  • Sayam Chuangprakhon College of Music, Mahasarakham University

DOI:

https://doi.org/10.47750/pegegog.14.01.10

Keywords:

Transmission knowledge, Yi folk songs, Liangshan Prefectures, Chuxiong Prefectures, China

Abstract

The study's objectives were to present a way for transmission Yi folk songs into educational institutions in Liangshan and Chuxiong prefectures, China. This study is qualitative. Interviewing inheritors of Yi folk songs, for instance, as well as consulting relevant literature and materials. The field investigation method was used for data collection and research, and informants included: 8 inheritors of Yi folk songs in the two places; 6 vocal actors who are professionally engaged in singing Yi folk songs in the two places; 4 leaders of primary and secondary schools and local universities in the two places; 4 music teachers from primary schools and local colleges; and 8 students from primary and secondary schools and local colleges in the two places. According to the results of this study, Yi folk songs should be taught in elementary and secondary schools to improve art and promote national pride. Mixing Yi folk songs into teaching activities, using the new experiential method of teaching, and organizing practical activities outside of school are all effective ways to spread the culture and bring folk songs back to life. Folk song art festivals on college campuses, the formation of professional art groups, and the spread of Yi folk songs in local universities are all excellent ideas that should be encouraged. Teachers should hire Yi folk song inheritors to perform and sing for them, and more teachers should be trained to be good inheritors.

 

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Published

2023-08-08

How to Cite

Fang , J., & Chuangprakhon, S. (2023). Transmission of Yi folk song knowledge into educational institutions in Liangshan and Chuxiong Prefectures, China. Pegem Journal of Education and Instruction, 14(1), 86–92. https://doi.org/10.47750/pegegog.14.01.10

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