This study investigated the perception and experiences of rural music educators in Henan Province, China. Through the lenses of rural music teachers, the study focused on the values of general music education and revealed students’ music learning experiences in rural schools. The main research question was: What are the participants’ experiences of teaching general music education in rural schools in Ren County (a pseudonym), Henan Province? There were two guiding questions: a) What is the value and role of music education in rural schools and communities? b) How do participants describe students and their music learning experiences? To this end, I surveyed and interviewed three rural music teachers and one music director in Ren County. A qualitative design was used to gather the teachers’ insights regarding their own experiences and those of their students, and their music programs. Data collection included one survey and two 90-minute interviews with each teacher. Interviews were transcribed, translated from Mandarin to English, coded by category, and analyzed for themes. Findings suggested that with the current emphasis on aesthetic education, rural music education is increasingly important both in national policy and at the county level, but it continues to be in a vulnerable position within the school community due to the unchanged test-oriented education system in China. All participants believe that music education has rich benefits for rural students, and especially for rural “left-behind” children. This research reflected the deeply rooted challenges in rural music education in Ren County while also presented positive trends for future development.
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Zhilin Zhang (2023) studied this question.