This chapter discusses the integration of Taiwanese multicultural literacy into preschool music and aesthetic education, focusing on theoretical and practical aspects. Taiwan’s unique cultural identity is a blend of Chinese and Japanese influences and the culture of indigenous groups and immigrants from various countries such as Vietnam and Indonesia. To promote cultural diversity and equality, the National Language Development Act mandates that native languages be taught in schools. Meanwhile, aesthetic education is emphasised in the Ministry of Education (MOE) Project of Art and Design Education, focusing on early education, interdisciplinary learning, and connecting local and global communities. In addition, the present Early Childhood Education and Care (ECEC) Curriculum Framework similarly emphasises the importance of local and global perspectives and cultural diversity for nurturing young children’s creativity and aesthetic competencies. All of these align with the book’s theme of “glocalisation”, which aims to blend global and local perspectives in preschool education. This chapter introduces Taiwanese government’s efforts in promoting “localisation” in music and aesthetic education, then presents a design of music and arts curriculum for preschool children. This curriculum design incorporates music from diverse ethnic groups in Taiwan, such as Taiwanese Hokkien, Hakka, Indigenous, Chinese, New Migrations, and English songs, as the core content for learning. The curriculum commences with various music activities such as singing, body movement, music creation, and appreciation, followed by a cultural background of its music materials. Moreover, young children would be encouraged to experience and learn the music content, create music and artwork, and perform or demonstrate what they have learned. Language and culture would also be incorporated to give children a holistic understanding of music and culture. With these elements, the curriculum aims to develop young children’s musical ability, broaden their local and global perspectives, and enhance their creativity. “Local is global”. Before stepping into the global stage, it is essential to recognise the value of one’s own culture, lay a solid foundation, and connect with the world with a unique perspective. This curriculum aims to enhance children’s musical and artistic creativity, promote understanding and respect for diverse cultures, and develop skills and attitudes for global citizenship. The curriculum design would provide valuable insights for preschool educators to develop “glocal” music courses within their cultural context and improve children’s musical ability and creativity.

“Local Is Global”—Integrating Taiwanese Multicultural Literacy into Music Education in Preschool

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发表日期：

2025年

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Hung-Pai Chen

摘要

This chapter discusses the integration of Taiwanese multicultural literacy into preschool music and aesthetic education, focusing on theoretical and practical aspects. Taiwan’s unique cultural identity is a blend of Chinese and Japanese influences and the culture of indigenous groups and immigrants from various countries such as Vietnam and Indonesia. To promote cultural diversity and equality, the National Language Development Act mandates that native languages be taught in schools. Meanwhile, aesthetic education is emphasised in the Ministry of Education (MOE) Project of Art and Design Education, focusing on early education, interdisciplinary learning, and connecting local and global communities. In addition, the present Early Childhood Education and Care (ECEC) Curriculum Framework similarly emphasises the importance of local and global perspectives and cultural diversity for nurturing young children’s creativity and aesthetic competencies. All of these align with the book’s theme of “glocalisation”, which aims to blend global and local perspectives in preschool education. This chapter introduces Taiwanese government’s efforts in promoting “localisation” in music and aesthetic education, then presents a design of music and arts curriculum for preschool children. This curriculum design incorporates music from diverse ethnic groups in Taiwan, such as Taiwanese Hokkien, Hakka, Indigenous, Chinese, New Migrations, and English songs, as the core content for learning. The curriculum commences with various music activities such as singing, body movement, music creation, and appreciation, followed by a cultural background of its music materials. Moreover, young children would be encouraged to experience and learn the music content, create music and artwork, and perform or demonstrate what they have learned. Language and culture would also be incorporated to give children a holistic understanding of music and culture. With these elements, the curriculum aims to develop young children’s musical ability, broaden their local and global perspectives, and enhance their creativity. “Local is global”. Before stepping into the global stage, it is essential to recognise the value of one’s own culture, lay a solid foundation, and connect with the world with a unique perspective. This curriculum aims to enhance children’s musical and artistic creativity, promote understanding and respect for diverse cultures, and develop skills and attitudes for global citizenship. The curriculum design would provide valuable insights for preschool educators to develop “glocal” music courses within their cultural context and improve children’s musical ability and creativity.