Developing and Validating Culturally-Responsive Instructional Material for Suona Technique in Chinese Higher Education: A Model for Integrating Global and Traditional Music Pedagogies

Abstract

Music education in higher education faces increasing pressure to balance cultural preservation with global professional demands. In China, Suona instruction, a traditional double-reed instrument taught historically through oral transmission and master-apprentice pedagogy exemplifies this tension. While these traditional modes ensure the continuity of cultural heritage, they often lack structured curricular design, diverse learning resources, and pedagogical adaptability expected in contemporary education. This paper presents the development of a Culturally-Responsive Instructional Material (CRIM) designed for tertiary-level Suona technique classes. The study integrates principles from Constructivist Theory, Multiple Intelligences Theory, and Vygotsky’s Zone of Proximal Development to create a model that systematically fuses Western instructional design methods with the cultural value inherent in traditional Chinese music pedagogy. The paper outlines the theoretical framework, describes the model used for curriculum design, and discusses pedagogical implications for integrating global and local practices in applied music instruction. The resulting model offers a replicable and theoretically grounded pathway for enhancing student engagement, technical development, and cultural awareness in higher music education.