CHANGING THE TEACHING OF MUSIC: INVESTIGATING CO-CONSTRUCTIVE PEDAGOGIES IN CHONGQING, CHINA
This research looks at how co-constructive methods are incorporated into music teaching in Chongqing, China. With the use of survey data gathered from thirty music university instructors, the study explores the potential and problems that are now present in this integration. This review evaluates the state of co-constructive pedagogies at the moment, points out barriers to their adoption, and highlights areas that might be improved. The study's findings show that participants generally agreed on the importance of student-centered and experiential learning approaches in music education. The results show that there is room for improvement in music teaching methods even in the face of institutional and cultural impediments, especially with focused professional development programs and multidisciplinary partnerships. Reliability analysis is used in this research to assess the measured variables' reliability and internal consistency. All variables exhibit excellent reliability, as shown by Cronbach's alpha values ranging from 0.836 to 0.923. These results provide important new information on the forces influencing music education in Chongqing, China. They are important tools for academics, educators, and legislators who want to promote quality and innovation in music education. In the end, this study advances knowledge of the complex interactions between co-constructive methods and the larger educational environment, opening the door for well-informed policies intended to improve music education in Chongqing, China, and elsewhere.
Co-Constructive Music Education, Aesthetic Education, Aesthetic Music Cognition, Aesthetic Music Experience, Aesthetic Music Expressiveness, Aesthetic Music Creativity.