WRITING ZHEJIANG FOLK SONGS TEACHING METHOD FOR MUSIC STUDENTS IN HANGZHOU, ZHEJIANG PROVINCE, THE PEOPLE’S REPUBLIC OF CHINA

Abstract

This study investigates the teaching methods of Zhejiang folk songs in music education contexts in Hangzhou, Zhejiang Province, China. Through qualitative research involving classroom observations and interviews with music educators, the study explores how cultural integration, vocal techniques, and interactive pedagogies influence students’ engagement and learning outcomes. The findings indicate that embedding folk songs within their historical and social contexts—such as local dialects, customs, and performance traditions—significantly enhances students’ cultural understanding and expressive abilities. Moreover, the implementation of the “listen–sing–analyze–create” method, along with multi-modal teaching strategies and collaboration with local artists, contributes to more authentic and effective learning experiences. However, challenges remain in areas such as dialect pronunciation, rhythmic interpretation, and maintaining stylistic integrity during modern adaptations. The study concludes that a balanced approach—combining tradition with pedagogical innovation—is essential for sustaining and revitalizing folk music education. Recommendations for practice and future research are also provided to further support the development of culturally responsive music education in China.