[[alternative]]Comparison and Analysis of Taiwanese Songs in the Senior High School’s Music Textbooks in Taiwan

[[abstract]]Abstract This study aims to investigate the evolvement of Taiwanese songs in senior high school’s music textbooks in terms of choice of melody and lyric content. The study targets music textbooks which were printed in the years of 1948, 1971, 1983, and 1995, and edited according to the course standards promulgated by the education authority in the same years. These textbooks include altogether 38 versions and 125 volumes. This study has four objectives: First, to explore the educational value and significance of including Taiwanese songs in the high school music curriculums; secondly, to examine the difference in the choice of melody and lyric content of the songs in the textbooks from 1948 to 1995; thirdly, to analyze factors that influenced the choice of melody and lyric content of Taiwanese songs from 1948 to 1995; and fourthly, to make suggestions based on the findings for the reference of music textbook editors and music teachers. The study employed the method of documentary review and analysis. With the Classification of Songs in High School Textbooks by Choice of Melody and Classification of Songs in High School Textbooks by Content of Lyric as study tools, the connotation of the songs was analyzed and compared. Based on the study results, the author draws the following conclusions: 1.Cognitively, the value and significance of teaching Taiwanese songs lie in helping the students learn about the period culture, the creative experience of the composers, and the era the song was set against. It is hoped that students could be inspired to think from the experience. Emotionally, teaching Taiwanese songs let the imaginative and compassionate high school students obtain a sense of the life of their ancestors, feel the beauty of the music, and hence raise their level of cultural appreciation and moral character.In terms of skill, teaching Taiwanese songs introduce students to their native language, help them learn the pronunciation of native language and enjoy the beauty of its phonics. 2.Along with the passage of time, life in Taiwan is becoming more versatile. Contemporary songs also become more popular, folksy, and objective. Textbook editors now pay more attention to folk songs and popular songs. The content of the songs tends to be amorous or lyrical. Patriotic songs no longer dominate the textbooks. The increase in editors also let the work of selecting melody and lyric of the songs become more objective. 3. The increasing weight of Taiwanese songs in the textbook suggests the increasing awareness and attention to local cultures. But Fu-Lao folk songs tend to stand out in the Taiwanese songs, mainly because Fu-Lao songs offer more selections in terms of melody and subject. Comparatively, Hakka and aboriginal folks songs do not have the same breadth of selections. 4.The selection of Taiwanese songs in high school textbooks had been under the influence of political orientation and education policy. In the early days with the government pushing for the “speaking Mandarin campaign”, the music textbooks contained predominantly Mandarin songs. After the evolution and opening of politics, Taiwanese songs are gaining grounds with music textbook editors. Based on the above conclusions, the author offers some suggestions to textbook publishers, teachers, education administrators and future researchers.