Article Title

Cultural colonialism, academic rigor, or both? A study of ABRSM examinations in Northern China

Authors

Le Zhang, The Pennsylvania State University

Abstract

In this study, the researcher collects and explores the thoughts and insights of three Northern-Chinese music teachers regarding the curriculum and external assessments conducted by The Associated Board of the Royal Schools of Music (ABRSM). The teachers noted that ABRSM is highly recognized internationally, and its academic rigor and emphasis on standards have changed the traditional ways of music teaching in China. For the UK-based Board, the fast growth of this western music exam has resulted in unexpectedly huge—and still growing— financial benefits. The current condition of cultural colonialism in China favors its expansion, but teachers interviewed would like to see some Chinese music included in the syllabus.

Recommended Citation

Zhang, Le (2019) "Cultural colonialism, academic rigor, or both? A study of ABRSM examinations in Northern China," Visions of Research in Music Education: Vol. 34, Article 3.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol34/iss1/3