ABSTRACT
The introduction of popular songs into the school music curriculum (Ministry of Education, 2012) is a reflection of the new social and cultural changes that have taken place since the foundation of the People’s Republic of China (PRC) in 1949. On the one hand, it shows how depoliticized the music education curriculum has become following the introduction of China’s Open Door Policy in 1978 and the resultant social transformations. On the other hand, it reveals the tensions in popular music education caused by political stresses. Such changes and tensions have had a deep and profound influence on teacher education and training, as well as on musical knowledge introduced into China’s school education. School teachers have experienced a few waves of China’s transformation and curriculum changes, and they continue to face greater challenges today. There is much work to be done to make sure that schools do not lose sight of the great musical canons, ranging from classical to folk and popular music.
