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Cited by 26Diverse Music Education InsightsMusic Education and AnalysisArt Education and Development

Transmission of Cantonese opera in school music education: a survey of Hong Kong and Guangdong music teachers for policy review

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Leung, Bo-Wah·2024·Arts Education Policy Review
DOI 10.1080/10632913.2021.1992325
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Abstract

Transmitting traditional music for sustainability has been a common theme in global music education. Recently, the school systems of Hong Kong and Guangdong have been encouraged by governmental authorities to teach Cantonese opera aiming at enhancing the sustainability of the genre and promote a Chinese cultural identity within students. This paper details a survey of school music teachers working in Hong Kong and Guangdong examining the current state of Cantonese opera teaching in the schools of both regions and investigate how it is affected by teacher variables including their interest in Chinese opera, the confidence in teaching the subject, and their perceptions of their Chinese cultural identities. A total of 1,974 valid questionnaires were received and examined. Descriptive and inferential statistics including MANOVA and chi-square tests were used to analyze the data. Findings reveal that Cantonese opera teaching is limited in both regions. While teachers are modestly interested, confident, and knowledgeable about teaching the genre, there is a significant relationship between the music backgrounds of teachers and their interest in Cantonese opera. The article discusses the findings within the context of a historical predominance of Western music within music education curricula and wider societies. Implications for policy makers are proposed.

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  • Underdeveloped cities like Qingyuan and Yunfu have significant gaps in teacher qualifications and educational resources, limiting students' exposure to traditional music.

    “In contrast, underdeveloped cities like Qingyuan and Yunfu grapple with significant gaps in teacher qualifications and educational resources, limiting students’ exposure to the rich cultural heritage of traditional music [6,7].”

    From Attitudes and Behaviors toward traditional music among Chinese students: the role of individual, family, and school factors (2026) · cites this paper as [6]

    The Discussion (page unavailable) reports that teachers in Hong Kong and Guangdong face a lack of relevant training and school resources, and that time spent teaching Cantonese opera is limited. It does not identify Qingyuan or Yunfu, compare cities by development level, or establish that students in those cities have less exposure to traditional music. (LLM, conf=0.86)

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Cited by

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Authors
Leung, B.-W.
Affiliations
Education University of Hong Kong (HK)
Corresponding author
Leung, Bo-Wah
ORCID
Leung, Bo-Wah
Venue
Arts Education Policy Review
Publisher
Informa UK Limited
Published
2021-10-23
Volume
125
Issue
2
Pages
108-123
ISSN
  • 1063-2913 (ISSN-L)
  • 1940-4395
DOI
10.1080/10632913.2021.1992325
OpenAlex
W3209524374
Cited by
26
References
1
Citations by year
2026: 7 · 2025: 11 · 2024: 4 · 2023: 2 · 2022: 2
FWCI
16.29
Type
journal article
Language
en
Open access
Licence
Locations
Arts Education Policy Review (publishedVersion, cc-by)
Funders
the Research Grant Council, Hong Kong under General Research Fund (18612819)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Education › Music Education and Analysis
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
Keywords
Cantonese opera, traditional music transmission, school music education, music teachers, teacher confidence, Chinese cultural identity, music curriculum, music education policy, Hong Kong, Guangdong

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