Pedagogical Approaches in Music Education in New Zealand and China - A Systematic Literature Review

Abstract

Music education and pedagogies in New Zealand and China aim to cater to the uniqueness of each student, promote diversity, and reflect the unique characteristics of New Zealand and Chinese contexts. This systematic literature review examined pedagogical approaches in music education with the research question: What are the pedagogical approaches in music education in New Zealand and China? The study adopted a student-focused perspective, emphasising the contexts of New Zealand and China. The primary themes were explored to underscore the significance of these approaches in shaping both theoretical foundations and practical implementations in music education. The theoretical frameworks pertinent to this study included constructivism. Music education pedagogical approaches in New Zealand and China promote holistic, balanced, mixed, integrated, context-dependent, and multicultural strategies, focusing on each individual student. These themes may extend to the objectives of music education, the identification of effective pedagogical methods, and the design of music education policies, curricula, and teaching practices tailored to the unique contexts of New Zealand and China.