INTEGRATING YUNNAN FOLK SONGS INTO PRIMARY MUSIC EDUCATION IN KUNMING THROUGH CULTURAL INHERITANCE AND PEDAGOGICAL INNOVATION

Abstract

This article explores how Yunnan folk songs have been integrated into primary school music education in Kunming as a means of cultural inheritance and pedagogical innovation. Drawing from the region’s diverse ethnic musical heritage, this research examines the historical background, policy support, educational practices, and social significance of folk song inclusion in the classroom. The study highlights how schools adopt local melodies, dialects, and performance traditions while employing interdisciplinary approaches and modern technologies such as VR and AI to revitalize interest and participation. It also discusses how folk songs are transformed from traditional forms into effective tools for aesthetic education, identity formation, and cultural awareness among young learners. Despite the promising developments, challenges remain in terms of teaching resources, evaluation systems, and professional training. The study concludes by emphasizing the need for sustained support, resource integration, and creative pedagogy to ensure that Yunnan folk music continues to thrive in the evolving educational landscape.