Surveying on the Popular Singing Teaching Method at Shen Yang University of Music, The People’s Republic of China

Wang  Jingjing; Pakorn  Rodchangphuen; Nayos  Sartjinpong

Authors

Wang Jingjing Faculty of Music, Bangkok Thonburi University, Thailand
Pakorn Rodchangphuen Faculty of Music, Bangkok Thonburi University, Thailand
Nayos Sartjinpong Faculty of Music, Bangkok Thonburi University, Thailand

Keywords:

Shenyang Conservatory of Music, First-year students, Pop singing teaching methods

Abstract

This study aims to explore the teaching methods of popular singing instruction for first-year students at the Shenyang Conservatory of Music in China, focusing on aspects such as the learning environment, curriculum content, teaching approaches, activities, teaching equipment, student participation, and assessment. The study employed a qualitative research methodology, collecting data from February to July 2025 through classroom observations and in-depth interviews with three popular singing instructors who have over 10 years of teaching experience and hold master’s degrees or higher. Data collection tools included observation forms, interview forms, and the Item Objective Consistency (IOC) tool for content validity testing. The study found that the learning environment for the pop singing program at the Shenyang Conservatory of Music includes professional recording studios and Yamaha pianos as hardware facilities. Course content covers foundational skills such as breath control and resonance training, as well as theoretical courses in music theory and the history of pop music. Teaching methods include one-on-one personalized guidance, demonstration performances, and scenario-based teaching, emphasizing technical visualization and interdisciplinary integration. The study noted that while the college has strengths in faculty resources and curriculum frameworks, there is room for improvement in adapting to industry trends, personalized teaching, and equipment updates. Recommendations include strengthening industry-academia-research collaboration, introducing digital technology-based teaching models, and adopting diversified assessment metrics.

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