Proposed Training Program of Music Professionals in Hetao College Inner Mongolia

Abstract

In recent years, the teaching activity of "non-legacy on campus," which inherits intangible cultural heritage, has been carried out nationwide.

As the national intangible cultural heritage of Bayannur, a folk song of the Han nationality in western Inner Mongolia, Hetao music "Pa Shan Diao" has unique artistic value and profound cultural connotation, which other creative forms cannot replace. Introducing "Hetao music" into the campus and classroom is of positive significance to the development of aesthetic education and the inheritance of intangible heritage in this area.

This paper investigates the current situation of Hetao music teaching activities in Hetao College. Through literature, interviews, and a questionnaire survey, 391 students in Hetao College were surveyed, and five teachers were interviewed. The bottleneck of Hetao music teaching development in Hetao College is analyzed, and some reasonable suggestions are put forward for practical teaching problems.

The research found that the following aspects raised the existing problems:

• There are some areas for improvement in the curriculum of Hetao music in the school. Students pay more attention to whether the curriculum is close to future practicality. People lack awareness of cultural heritage protection and lack effective protection mechanisms.
• The government only pays attention to excavation, not inheritance. It only puts a little time and energy into the intangible cultural heritage campus, resulting in the intangible cultural heritage not being inherited from the school.
• The heavy pressure of teaching in schools and the pressure of students' studies lead to problems in the inheritance and protection of intangible cultural heritage from teaching content, teaching materials, teaching evaluation, faculty, and education system.

As the vane of the public, the media is the primary channel for the public to know the latest social trends and information. Still, there are few reports on intangible cultural heritage.

Because of the above problems, the article gives the following suggestions:

• On the other hand, the government attaches importance to cultural heritage. Further, it fulfills the responsibility of educational heritage, incorporating intangible cultural heritage into school-based textbooks and local art education.
• School teaching content should emphasize teaching cultural core and practice's role, and theory cannot be divorced from practice. Improve the teaching evaluation system and evaluate students from multiple angles. Strengthen teacher training, and take measures to improve teachers' professional skills.
• Paying more attention to society cannot only be inherited and protected by schools but should be the responsibility shared by the whole community. Schools should also take the initiative to integrate into society, intensify publicity and listen to the opinions of all parties.