Patriotic songs in primary school textbooks in Taiwan from 1949–1987 - Study on inclusion of patriotic songs and patriotism through music education

Oct 15, 2026

Uploaded by Jasmine

The study examines how patriotic songs were included in Taiwan’s primary schooling between 1949 and 1987, especially through textbooks and curriculum policies emphasizing “education for patriotism.” It analyzes the qualities and communicative character of these songs and shows how patriotism permeated school song texts. The research reviews post–Chinese restoration music textbooks (Music 1952, Music 1968, Music 1975) and argues that inclusion aimed to cultivate national sentiment, loyalty, service, and sacrifice. Findings also connect music education to emotional susceptibility to mass movements.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction to patriotic songs

Patriotism, citizenship, and education

Music education and patriotic ideology

Patriotic songs as carriers of national identity

Patriotic songs in primary school textbooks in Taiwan from 1949–1987 Angela Lee Department of the Early Childhood Education and Care, Transworld University, Taiwan Abstract This study focused on the inclusion of patriotic songs in schooling that were popular in Taiwan between 1949 and 1987. Many patriotic songs were composed after 1949, and these frequently found their way into primary textbooks. School curriculum policies such as ‘education for patriotism’ cultivate Chinese consciousness among Taiwanese students (Yang, 2001) . An analysis of these patriotic songs elucidates their qualities and character and explores how patriotism permeated school song texts. These factors can be considered through an examination of school textbooks produced after the Chinese restoration: Music 1952, Music 1968, and Music 1975 for primary schools. The findings of this study show that during 1949 to 1987, the inclusion of patriotic songs in the school curriculum, had everything todo with the cultivation of national sentiment and loyal service toward the mainland, and sacrifice for one’s country. The findings confirm Hebert and Kertz-Welzel’s (2012) assertion that music clearly contributes to the conditions in which individuals are more susceptible to the emotional appeal of mass movements, which is why all across the world music has for so long played such an enduring and prominent role in the political spheres. Key words: patriotic songs, primary school, textbooks, patriotism, music education Australian Journal of Music Education 2014:2,119-28 Introduction to patriotic songs Patriotism is inextricably linked to the concept of citizenship; you become a member of a state by being born into or becoming a citizen of that state (Keller, 2012; Poole, 2007) . For a person to self-identify as patriotic, her emotions and her perceptions of herself, her country and the world must all be engaged. Disagreements about the virtues (or vices) of patriotism are often expressed as conflicts and enacted in the education of children. The way children are taught to think about their relationship to their nation is contentious because it is thought to ultimately influence the level and type of patriotism ina given society (Keller, 2012) . It is natural that questions about patriotism should arise for music teachers and for anyone who is concerned about the music in schools. Through shared musical experiences, many believe, emotional attachments to a country can be formed and nurtured, and identities can be created and expressed (Keller, 2012). Generally speaking, patriotism refers to a love for one’s country and is frequently conceived as a positive attribute (Eckersley, 2007) . Poole (2007) conceptualizes patriotism as implying “a commitment to one’s country, a special concern with its well-being, and a readiness to make sacrifices on its behalf, especially in times of crisis”(p. 129) . Patriotism is likely to be used in a positive sense. Patriotism is also conceived in political and juridical terms through expression of loyalty to one’s group (Kleining, 2007). The choice of songs present in school curricula reveals deliberate choices to foster the qualities of liveliness, courage, the appreciation of beauty, tolerance and the spirit of patriotism. This article will focus on the inclusion of patriotic songs in schooling that were popular in Taiwan between 1949 and 1987. Patriotism has long played an important role in the development of music education (Hebert & Kertz-Welzel, 2012) . In fact, music curricula worldwide are replete with patriotic ideology to the point where it is considered crucial to the formation of loyal citizens. Such songs imbue cherished values, cultural characteristics and virtues and impact a positive appreciation of the national history. When music education is used for patriotic purposes, such an approach often strengthens the presence of music education’s role in schools and society. In other words, music education

FAQs

What is the focus of the study on patriotic songs in Taiwan’s primary schools?

The study focuses on how patriotic songs were included in primary schooling in Taiwan between 1949 and 1987, particularly how they appeared in primary textbooks and song texts.

Which primary music textbooks are examined in the study?

The study considers school textbooks produced after the Chinese restoration, specifically Music 1952, Music 1968, and Music 1975 for primary schools.

How does the study explain the role of music education in fostering patriotism?

It argues that music education can strengthen ideological purposes in schools, embedding patriotic content across students’ lives and helping cultivate loyalty, national sentiment, and readiness for sacrifice.

Oct 15, 2026

Uploaded by Jasmine