DEVELOPING AN UNDERGRADUATE CURRICULUM FOR GUZHENG MAJORS IN SICHUAN PROVINCE (CHINA) TO CULTIVATE MUSIC INTERPRETATION SKILLS IN THE 21ST CENTURY

Abstract

Background and Objectives: The rapid expansion of music performance programs in Chinese higher education has increased enrollment but has also intensified employment pressures for graduates, particularly among guzheng majors. Despite the 2018 National Standards emphasizing competency-based education, including artistic interpretation, expressive performance, cultural understanding, and professional readiness, most programs continue to prioritize technical skills over interpretive development. This study therefore aimed to examine the current state of interpretation training for undergraduate guzheng majors in Sichuan Province (China), identify deficiencies in interpretive competencies, and develop a curriculum explicitly designed to cultivate music interpretation skills in alignment with educational and labor-market needs. To strengthen alignment with the title, this study specifically emphasizes interpretation-centered problems as the core issue. In particular, the study identified several critical weaknesses in students’ interpretive abilities, including underdeveloped expressive nuance, insufficient timbre shaping, and limited narrative expression; a weak integration of theoretical knowledge such as form, motif, style, and cultural meaning with expressive performance; and a limited ability to articulate artistic intention, which collectively hinder students’ artistic growth and reduce their competitiveness within contemporary professional music environments.

Methods: A convergent parallel mixed-methods design was employed. Quantitative and qualitative data were collected concurrently, analyzed independently, and integrated during the interpretation phase. Quantitative data were collected from 300 students and instructors using a validated questionnaire (Cronbach’s  = 0.885) to identify gaps in music interpretation skills. Qualitative data were obtained through semi-structured individual interviews with guzheng instructors, graduates, and employers, as well as focus group discussions with curriculum leaders and senior guzheng instructors from 14 universities. Thematic analysis revealed recurring challenges in expressive performance, stylistic literacy, and interpretive communication. The integration of quantitative findings and qualitative themes directly informed the design of a six-module interpretation-centered curriculum. The curriculum was grounded in Outcome-Based Education (OBE), Understanding by Design (UbD), Constructivist Learning Theory, and the Feynman Technique.

Results: Findings revealed three core deficiencies: (1) underdeveloped interpretive skills such as expressive nuance, timbre shaping, and narrative expression; (2) weak integration of theoretical knowledge including form, motif, style, and cultural meaning with expressive performance; and (3) limited ability to articulate artistic intention, indicating insufficient reflective and communicative competence. High-priority needs were identified for interpretive analysis, stylistic understanding, and performance communication. The integration of quantitative and qualitative results guided the design of a six-module interpretation-centered curriculum, including expressive interpretation, stylistic literacy, structural and narrative analysis, cultural interpretation, communication skills, and reflective practice. Innovative pedagogies such as peer critique, flipped instruction, and multimedia-supported interpretation were incorporated to strengthen interpretive learning outcomes.

Conclusions: The study concludes that current guzheng training models are insufficient in cultivating interpretation skills essential for contemporary professional performance. The proposed curriculum provides a targeted, interpretation-centered, and outcome-driven framework that effectively addresses the key skill gaps observed among learners. It strengthens expressive performance, enhances cultural and stylistic understanding, bridges theory and practice, and improves communicative competence. The six newly designed modules explicitly foster interpretive artistry and professional readiness, supporting national efforts to modernize music education and offering a replicable model for other performance-based disciplines within increasingly diverse musical learning environments. Future directions include pilot implementation, evaluation of module effectiveness, and expanded application in diverse teaching contexts.