The role of Taiwanese music in Taiwan's institutions of higher education: Analysis and interpretation of a survey of music appreciation instructors in general education 2005

The Westernization of Taiwanese culture began during Japanese colonization from 1895 to 1945. It was continued by the government of the post-1949 Chinese Nationalist Party. In this cultural context, however, appreciation of Taiwanese music has been neglected. Furthermore, post-secondary instruction has failed to lead the way towards the laudable goals of widespread understanding and preservation of Taiwanese music. It is hoped, however, that this study might facilitate increased instruction of Taiwanese music in Taiwanese higher education and begin movement towards these culturally appropriate goals.; This study explores current evidence for Taiwanese music instruction and the presence of relevant teaching materials in music appreciation courses of the General Education curricula of universities and colleges in Taiwan. Informants are the instructors of music appreciation courses, and the data derive from their teaching methods and materials, curriculum design, and teaching content.; Data were collected via a mailed questionnaire survey of twenty-four closed-ended and partially closed-ended sets of questions and one optional open-ended question. The 2005 study population was comprised of 193 post-secondary instructors of music appreciation courses in Taiwan, and the response rate was eighty-one percent (N = 156). Data were analyzed with descriptive statistics.; The results indicate that the music appreciation instructors are mostly female, lecturer rank, and specialized in Western music. Frequently employed teaching methods and materials are audio-visual presentation, audio media, and lectures. The major curriculum design barrier is sufficiency of teaching materials. While teaching content foregrounds Western music, most music instructors agree that it is necessary to include Taiwanese music in order to perpetuate an understanding of Taiwanese culture; and yet, less than half of the instructors incorporate it in their teaching content. A greater knowledge of Taiwanese music associated with increased access to teaching materials would most probably support inclusion of Taiwanese music in higher education music appreciation courses.; Recommendations to educational leaders and music instructors include: multiple-content instruction for all music majors; creation of additional resources and teaching materials for the music instructors; cooperative music instruction; and Taiwanese music workshops to enhance expertise in Taiwanese music. Nine studies are recommended for further research.