Challenges and Opportunities in Localizing Gordon’s Music Learning Theory in Chinese Elementary Music Education: A Critical Perspective
DOI:
https://doi.org/10.53797/ujssh.v4i2.10.2025Keywords:
Music Learning Theory, Audiation, Elementary Music Education, Localization, Curriculum Reform, Pedagogical Adaptation, ChinaAbstract
Edwin Gordon's Music Learning Theory (MLT), which focuses on audiation and sequential musical skill development, has received international attention for improving music instruction efficacy. However, cultural, pedagogical, and institutional obstacles make its integration into Chinese elementary music instruction particularly difficult. This research critically investigates the localization of MLT in China's educational system, noting substantial barriers such as traditional rote-learning techniques, poor teacher readiness, and insufficient teaching resources. Concurrently, prospects stemming from China's ongoing educational reforms, technological advances, and a greater emphasis on learner-centered teaching are explored. By critically assessing these elements, the study makes strategic recommendations for successfully adopting MLT, offering theoretical insights and practical directions to educators, policymakers, and curriculum creators seeking to improve music education practices in China.
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