Student perceptions of General Music Education in Chinese Universities

Abstract

The expansion of aesthetic education in Chinese higher education has strengthened the role of general music education, particularly through public art courses for non-music-major students. However, greater institutional emphasis does not necessarily lead to sustained student engagement. This paper synthesizes existing literature on Chinese university students’ perceptions, motivation, musical preferences, cultural participation, and experiences of general music education. The review identifies a persistent value–engagement gap: students generally recognize the personal, emotional, and cultural value of music, but their interest does not always translate into strong confidence or sustained participation in formal music education. Students’ musical lives are increasingly shaped by digital platforms, social networks, and popular culture, while traditional Chinese music may be culturally respected without becoming part of everyday musical practice. Drawing on Expectancy–Value Theory, musical identity, cultural participation, and student-centred pedagogy, the paper argues that student engagement reflects the interaction of motivation, institutional positioning, informal musical environments, repertoire, and pedagogical design. The findings highlight the need for participatory teaching, stronger curricular relevance, meaningful integration of contemporary and traditional music, and greater connection with students’ existing musical experiences.