Abstract

This article explores the implementation of diversified, traditional Chinese pedagogy at Capital Normal University in Beijing to investigate whether current teaching techniques cultivate a sterile learning experience or help retain the essence of the discipline. The qualitative investigation of three singing instructors revealed that a hybrid Western and Chinese pedagogy has obscured the essence of the discipline. Although a significant emphasis on the necessary breathing techniques remains, the incorporation of Western teaching material has caused the learning to become detached from the surrounding sociocultural context. The researchers recommend the development of curriculum content and pedagogy to restore the nature of traditional Chinese singing.