Embracing the Emerging Trends: An Exploration of the Lived Experiences of Music Teachers

Abstract

This study explores the reform of music education in Chinese universities through the interdisciplinary integration of musicology and pedagogy. The study proposes that life-based music perception is embedded in a participatory teaching method that includes appreciation, performance, and creative activities. The technique emphasizes the selection of culturally valuable repertoires while integrating teachers' aesthetic experience with basic music theory teaching to cultivate students' aesthetic participation. The study establishes an analytical framework to address deep-rooted educational problems through a living perspective approach to counter the assimilationist teaching model. The study aims to understand music teachers' teaching practices, challenges, and views on music education through interviews, and to extract teaching strategies to provide information and guidance for the field of music education. A qualitative phenomenological method was used to capture the life experiences of 8 music teachers. Data were collected through semi-structured interviews and analyzed using thematic analysis. Contextual integration, personalized planning, and digital tools were used to improve participation and literacy. The study proposes a culturally sensitive teaching innovation path under an interdisciplinary perspective and recommends expanding the sample size and teaching field in the future to enhance the universality and promotion value of the results. However, due to the number of interviewees and geographical distribution, the extrapolation of the research conclusions still needs to be further verified. This study uses a phenomenological perspective to deeply explore the life experiences of music teachers, revealing the internal logic and innovative paths of their teaching practices, and providing novel perspectives and strategic guidance for the theoretical construction and practical application of music education.