BRIDGING TRADITION AND PEDAGOGY IN HAN FOLK SONG EDUCATION FOR INTERMEDIATE-LEVEL LEARNERS
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Abstract
Han folk music, rooted in centuries of cultural practice, embodies the lived experiences, philosophical ideals, and regional aesthetics of the Han ethnic majority. This article explores the historical evolution, cultural connotations, and artistic characteristics of Han folk songs as a foundation for developing structured teaching resources at the intermediate level. By critically reviewing existing literature and educational theory, the article identifies key gaps in current pedagogy—particularly the scarcity of practice-oriented exercise books tailored to learners beyond the beginner stage. Drawing from music education, ethnomusicology, and cultural inheritance frameworks, the article proposes a pedagogical model for compiling intermediate-level exercise materials that integrate vocal technique, cultural context, and regional style. The study advocates for a more comprehensive approach to Han folk song education one that balances tradition with innovation and meets the evolving needs of contemporary music learners.
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