Examination Culture and Music Education Practices: A Review of Children's Instrument Learning

Yongshi Song

doi:10.71222/vk57hq69

Authors

Yongshi Song Xi'an Tieyi High School International Curriculum Center, Xi'an, Shaanxi, 710000, China Author

DOI:

https://doi.org/10.71222/vk57hq69

Keywords:

music education, instrument learning, motivation, creativity, expressive skills

Abstract

This review examines the impact of examination-oriented music education on children's instrument learning, with a focus on motivation, expressive skills, empathy, and creativity. Case analyses illustrate how intrinsic interest, supportive environments, and freedom for improvisation foster technical proficiency, emotional understanding, and creative expression, whereas an overemphasis on graded examinations often limits personal engagement and expressive development. The study highlights the importance of integrating narrative context, imaginative exploration, and autonomous interpretation into teaching practices. Recommendations for educators and parents emphasize balancing technical training with opportunities for self-directed expression, nurturing empathy, and promoting long-term musical engagement. The review also suggests directions for future research on the longitudinal effects of motivation, empathy, and creativity on musical development.

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