Exploring the Integration and Innovation Path of Chinese Traditional Music Culture in Popular Percussion Education in Colleges and Universities

Abstract

Abstract This study explores the integration of Chinese traditional music culture with contemporary percussion education in higher education institutions. It delves into three primary areas: the rhythmic language inherent in Chinese national instrumental music, the acoustic properties of combined percussive instruments, and the distinctive features of percussion music compositions. In response to the evolving trends in popular percussion education at universities, we have designed a curriculum framework titled “Chinese Percussion,” which leverages the abundant percussive resources available. This framework includes a detailed examination of audio signal processing and the extraction of percussion rhythms. Furthermore, we address the significant challenges in teaching percussion at the collegiate level and propose using the music spectrum to direct instructional rhythms. Employing the creative environment of the music classroom as a methodological tool, this study assesses the atmosphere of creativity in college percussion classes before and after incorporating traditional Chinese music elements. With the exception of the sixth dimension (classroom conflict atmosphere), which did not show statistical significance, all other positive dimensions—challenge/involvement, freedom, trust/openness, reflective thinking time, joy, support for creativity, discussion, and adventurous spirit—demonstrated significant improvements. Specifically, the seventh and eighth dimensions showed increases of 0.4121 and 0.6459 points, respectively, in post-test scores. Incorporating Chinese musical elements into percussion teaching not only enhances the uniqueness of the educational experience but also stimulates interest and engagement, thereby fostering the advancement of music education.