Music Teachers’ Perceptions of the Authenticity Issues Towards World Music Teaching in China

Abstract

The purpose of this study is to investigate Chinese primary and secondary school music teachers' perceptions towards “authenticity”-related issues in world music teaching. Using a qualitative methodology, the researchers conducted in-depth semi-structured interviews with nine primary and secondary school music teachers in different provinces of China. The results show that the teachers have different views on whether “authenticity” is often emphasized in the teaching of world music, whether world music in textbooks is represented authentically, whether absolute “authenticity” could be achieved in the teaching of world music, and the role of culture bearers in the transmission of music culture in the classroom. On the whole, to ensure that music teachers can objectively treat authenticity in world music teaching, the teachers should be clear about the purpose of world music teaching and transcend the dilemma of the authentic/inauthentic dichotomy.