PIANO AS A PEDAGOGICAL TOOL: CURRICULUM AND TEACHING APPROACHES FOR CHINESE BAI ETHNIC FOLK SONG TRANSMISSION

Abstract

This study investigates how Piano adaptations of Bai ethnic folk songs can be integrated into the curriculum and teaching practices to preserve cultural heritage while enhancing student learning and engagement in contemporary music education. Conducted in Dali, Yunnan Province, the research addressed the decline of oral traditions by adapting iconic Bai songs, such as "Bai Yue Liang Bai Jiejie," for Piano instruction. Eleven cultural informants, including key inheritors, educators, and students, gave their opinions about the cultural significance and adaptability of the songs, while 40 undergraduate music students participated in an experimental curriculum. A mixed-methods design was employed, utilizing qualitative data from interviews, observations, and musical transcription to highlight authenticity and symbolic meaning, while quantitative analysis, conducted through pre- and post-tests, measured knowledge, motivation, and engagement. Results showed that Piano adaptations preserved melodic integrity while adding harmonic richness, which enhanced accessibility for students trained in Western notation. The experimental group exposed to these adaptations demonstrated a 32% increase in cultural knowledge and significantly higher motivation compared to the control group. Informants described the Piano as a pedagogical bridge that revitalized folk music for younger audiences. The findings suggest that integrating folk songs into formal Piano curricula can achieve both cultural preservation and pedagogical enrichment. Future efforts should expand to include larger sample groups, incorporate other ethnic repertoires, and develop teaching materials to support the sustainable transmission of these practices.