Development of music integrated curriculum (mic ) for enhancing students' musical expression in primary school in hubei,china.

Abstract

While musical expression is crucial, traditional music education tends to prioritize technical skills and theoretical knowledge over fostering students' expressive abilities. This research aimed to explore specific content and develop methods for measuring students' musical expression, develop a Music Integrated Curriculum (MIC) to enhance students' musical expression, and evaluate the effectiveness of MIC in enhancing students' musical expression. The sample comprises 15 Grade 3 students from Experimental Primary School in Huanggang City, Hubei Province, China. Data were collected via interviews and a musical expression ability test, analyzed through content analysis and repeated-measures ANOVA, with the following results: The research identified three key components—intonation, rhythm, and melody—of students' musical expression across diverse activities (listening, singing, playing instruments, and dancing); the development of MIC for enhancing students' musical expression followed a systematic approach based on Constructive theory, Dalcroze eurythmics, and Orff teaching method; MIC significantly improves students' musical expression abilities. This paper has significant implications for advancing primary school music education, especially in teaching musical expression. By developing robust measurement tools and theoretical frameworks, it contributes to the existing literature on music pedagogy, laying the groundwork for future research and enhancing the effectiveness of music instruction in primary schools.

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