PRACTICAL EXPLORATION OF PRESERVING HENAN FOLK SONGS IN HIGHER NORMAL MUSIC PEDAGOGY COURSES

Abstract

Henan folk songs represent a significant form of Chinese intangible cultural heritage and embody regional history, dialect, aesthetic expression, and cultural identity. In higher normal music education, their pedagogical integration is important not only for the preservation and transmission of local musical traditions but also for the preparation of future music teachers with strong cultural awareness and instructional competence. This paper examines the educational value of Henan folk songs and investigates practical pathways for incorporating them into higher normal music curricula. Drawing on existing scholarship in folk music education, heritage transmission, and music pedagogy, the study analyzes how localized teaching models may be developed through curriculum design, teaching-resource construction, performance practice, and teacher-training reform. It also evaluates the relevance of major international pedagogical approaches, including the Kodály Method, Orff Schulwerk, Dalcroze Eurhythmics, Suzuki Method, and comprehensive musicianship-based teaching, arguing that such approaches should be adapted critically within the Chinese educational and cultural context rather than adopted mechanically. On this basis, the paper proposes a pedagogical framework grounded in contextualization, creativity, teacher-student interaction, and multidimensional learning. The study argues that integrating Henan folk songs into higher normal music education can strengthen localized curriculum development, enhance cultural confidence, and support the contemporary revitalization of regional folk music traditions.