Cultural Memory in Piano Education: A Study of Hunan and Jiangxi
Abstract
While piano pedagogy in higher education has historically prioritized Western technical proficiency, regional normal universities in China increasingly utilize the instrument to transmit collective heritage. Drawing on cultural memory theory, this qualitative comparative study examines how piano educators in Hunan and Jiangxi integrate localized and revolutionary repertoire into daily instruction to foster cultural confidence. Grounded in empirical data from 39 semi-structured interviews, eight classroom observations, and curriculum documents across 13 normal universities (six in Hunan and seven in Jiangxi), the findings reveal that regional repertoire functions as a dynamic medium for cultural transmission rather than mere technical exercise. Specifically, Hunan emphasizes localized place identity by weaving folk traditions into works such as "Liuyang River", whereas Jiangxi highlights revolutionary sacrifice and national struggle through pieces like "Yingshan Hong". By demonstrating how bodily touch, guided imagery, and repertoire choices transform piano studios into sites of memory, this study bridges cultural memory theory with music pedagogy, offering new insights into how music education actively mediates between regional identity, national narrative, and artistic confidence.
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References
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