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School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten

Published online by Cambridge University Press:  04 March 2018

Wing Chi Margaret Lau  and
Susan Grieshaber
Wing Chi Margaret Lau
Affiliation:
The Education University of Hong Kong, Department of Early Childhood Education, 10 Lo Ping Road. Tai Po, New Territories, Hong Kongmchu@eduhk.hk
Susan Grieshaber
Affiliation:
Monash University Peninsula Campus, Faculty of Education. Victoria, Australiasue.grieshaber@monash.edu
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Abstract

The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity.

Type
Research Article
Information
British Journal of Music Education , Volume 35 , Issue 2 , July 2018 , pp. 133 - 152
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Copyright
Copyright © Cambridge University Press 2018 

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