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【Abstract】There is an imbalance between the various types of music in Chinese music classes. This phenomenon is not only related to the school’s music textbooks， but also related to educators. China has a wealth of ethnic minorities. However， the proportion of music textbooks is more patriotic songs， as well as typical Western music. There is only a few folk music and pop music is basically impossible to appear in textbooks in primary and secondary schools. Educators play a vital role in the dissemination of diverse cultures. They engage in music activities both inside and outside the classroom according to students’ needs and preferences. Such multi-ethnic music culture education helps students deepen their understanding of other music cultures and improve them national identity. By eliminating prejudice against popular music， the pace of music education and music trends is kept consistent， and students’ enthusiasm for learning music is improved， and a variety of music cultures are developed together.
【Key words】multiple music; folk music; pop music; national identity
【作者簡介】薛梦瑾（1994-），女，汉族，山西平遥人，香港教育大学，研究生，研究方向：音乐教育。
As a teacher， it is very important to balance the relationship between the culture you represent and other cultures. This article takes Chinese mainland as an example to study how educators bring diverse music culture to students. In China， there are huge ethnic groups， each with its own unique music culture， but I understand that most of the current primary and secondary school music content is the patriotic song of the mainland， as well as the western music culture， only a small amount of minority music culture， pop music will not appear in the music textbooks of primary and secondary schools. Of course， students will have many choices after entering the university. They no longer have to accept a certain kind of cultural education， and now the university will open a lot of music elective course， so this article only studies the music culture education of primary and secondary schools.
Fitzpatrick （2012） believes that schools and teachers own cultures that think their students share the same culture with them and they are not interested in other cultures. However， there are 56 nations in China， it is inappropriate to teach a single music culture simply because of the teacher’s race. Students in the classroom have different cultural backgrounds and races， and they also have their own areas of interest. So， schools and teachers should establish classes suitable for students of all cultural backgrounds according to their cultural identity and interest as much as possible. In the classroom， cultural identity and fairness in social identity help students to recognize that their cultural identity is effective and respected in the classroom. In the process of receiving education， their recognition of their race， culture and intelligence comes from teachers’ perception， so teachers play a very important role， affecting students’ ability to learn music and their affirmation of their personal identity. For all students， they have the right to understand other music cultures different from their own personal culture. Therefore， how schools and teachers integrate ethnic music and pop music into the classroom is the main goal of this paper.
As the communicator of culture， teachers should first understand their students’ cognition and needs for self-identity， different students represent different cultural groups， and classrooms should be a place to support all kinds of cultures. Due to the different cultural background and development of different students， teachers should reduce the conflicts between family identity and classroom and find cultural consistency. Some students may have doubts and inferiority complex about their identity， because they are different from other cultures. In this case， teachers can find achievements that represent that kind of cultural identity， and then describe the same cultural identity and contribution of the association， which can encourage students to tell their stories and opinions about their cultural and stimulate their personal potential. For example， there are many famous musicians from ethnic minorities in China， such as Cedain Zhoima of the Tibetan nationality. And now， the last winner of many singing programs is ethnic minorities. Teachers can use this positive story to encourage students to boldly speak the music culture of their identity background， let them affirm their own culture and share with others. Each nation has a strong sense of their cultural identity， so based on this， when teachers show their own music and cultural content， the corresponding national cultural background of the students are proud to share their culture. This is an intuitive way for students to participate in multiple musical cultures and to re-establish their understanding of multiculturalism. Teachers can also show different music cultures to students through video， stories and so on， arousing students’ curiosity and enthusiasm for learning. They will be curious whose story it is， which culture is represented. In this way， students become passive and active， eliminating their strangeness to folk music culture. The role of a teacher is to guide and support students in learning multiculturalism， but not all students have the same needs with teachers， and students have their own ideas. One kind of culture should not be allowed to be the yardstick of the whole classroom. Teachers could choose different ways to understand the national culture according to the needs of different children in the classroom. For example， a framework and background can be proposed for a certain culture to help students understand further， and then provide students with a space for exploration. They can present their own opinions and explore and communicate with classmates and teachers. During the discussion， students not only can enrich their own cultural background， but also can create a sense of identity with other cultures and forms a cultural sharing. Their parents can also be invited to participate in the classroom， because parents also play an important role in educating their children， so letting parents understand the diversity of the music culture helps to raise their children’s awareness of the culture of diversity. Music as a world language， can achieve interracial communication. （Bakagiannis
【Key words】multiple music; folk music; pop music; national identity
【作者簡介】薛梦瑾（1994-），女，汉族，山西平遥人，香港教育大学，研究生，研究方向：音乐教育。
As a teacher， it is very important to balance the relationship between the culture you represent and other cultures. This article takes Chinese mainland as an example to study how educators bring diverse music culture to students. In China， there are huge ethnic groups， each with its own unique music culture， but I understand that most of the current primary and secondary school music content is the patriotic song of the mainland， as well as the western music culture， only a small amount of minority music culture， pop music will not appear in the music textbooks of primary and secondary schools. Of course， students will have many choices after entering the university. They no longer have to accept a certain kind of cultural education， and now the university will open a lot of music elective course， so this article only studies the music culture education of primary and secondary schools.
Fitzpatrick （2012） believes that schools and teachers own cultures that think their students share the same culture with them and they are not interested in other cultures. However， there are 56 nations in China， it is inappropriate to teach a single music culture simply because of the teacher’s race. Students in the classroom have different cultural backgrounds and races， and they also have their own areas of interest. So， schools and teachers should establish classes suitable for students of all cultural backgrounds according to their cultural identity and interest as much as possible. In the classroom， cultural identity and fairness in social identity help students to recognize that their cultural identity is effective and respected in the classroom. In the process of receiving education， their recognition of their race， culture and intelligence comes from teachers’ perception， so teachers play a very important role， affecting students’ ability to learn music and their affirmation of their personal identity. For all students， they have the right to understand other music cultures different from their own personal culture. Therefore， how schools and teachers integrate ethnic music and pop music into the classroom is the main goal of this paper.
As the communicator of culture， teachers should first understand their students’ cognition and needs for self-identity， different students represent different cultural groups， and classrooms should be a place to support all kinds of cultures. Due to the different cultural background and development of different students， teachers should reduce the conflicts between family identity and classroom and find cultural consistency. Some students may have doubts and inferiority complex about their identity， because they are different from other cultures. In this case， teachers can find achievements that represent that kind of cultural identity， and then describe the same cultural identity and contribution of the association， which can encourage students to tell their stories and opinions about their cultural and stimulate their personal potential. For example， there are many famous musicians from ethnic minorities in China， such as Cedain Zhoima of the Tibetan nationality. And now， the last winner of many singing programs is ethnic minorities. Teachers can use this positive story to encourage students to boldly speak the music culture of their identity background， let them affirm their own culture and share with others. Each nation has a strong sense of their cultural identity， so based on this， when teachers show their own music and cultural content， the corresponding national cultural background of the students are proud to share their culture. This is an intuitive way for students to participate in multiple musical cultures and to re-establish their understanding of multiculturalism. Teachers can also show different music cultures to students through video， stories and so on， arousing students’ curiosity and enthusiasm for learning. They will be curious whose story it is， which culture is represented. In this way， students become passive and active， eliminating their strangeness to folk music culture. The role of a teacher is to guide and support students in learning multiculturalism， but not all students have the same needs with teachers， and students have their own ideas. One kind of culture should not be allowed to be the yardstick of the whole classroom. Teachers could choose different ways to understand the national culture according to the needs of different children in the classroom. For example， a framework and background can be proposed for a certain culture to help students understand further， and then provide students with a space for exploration. They can present their own opinions and explore and communicate with classmates and teachers. During the discussion， students not only can enrich their own cultural background， but also can create a sense of identity with other cultures and forms a cultural sharing. Their parents can also be invited to participate in the classroom， because parents also play an important role in educating their children， so letting parents understand the diversity of the music culture helps to raise their children’s awareness of the culture of diversity. Music as a world language， can achieve interracial communication. （Bakagiannis