Pedagogical Development and Cultural Promotion of Lisu Vocal Folk Songs in Chinese Universities

Lincuo  Yang; Kovit  Kantasiri

doi:10.60027/iarj.2026.e295301

Authors

Lincuo Yang Academy of Arts and Philosophy, Shinawatra University, Thailand https://orcid.org/0009-0001-2184-9252
Kovit Kantasiri Academy of Arts and Philosophy, Shinawatra University, Thailand https://orcid.org/0009-0002-1208-2763

DOI:

https://doi.org/10.60027/iarj.2026.e295301

Keywords:

Chinese Folk Songs, Lisu Ethnic Group, Lisu Ethnic Folk Songs

Abstract

Background and Aims: Lisu vocal folk songs are a vital part of China’s intangible cultural heritage and embody the Lisu people’s history, emotions, beliefs, and way of life. However, rapid modernization and the homogenization of music education in universities risk marginalizing this tradition, even as policy encourages bringing intangible cultural heritage into classrooms. This study aims to (1) evaluate the feasibility of integrating Lisu folk songs into university vocal teaching, (2) promote the inheritance and development of high-quality Lisu folk repertoire in Sichuan and across China, and (3) explore how Lisu folk songs can serve as systematic, school-based instructional materials that also encourage new creative works.

Methodology: A mixed-methods design was employed, combining qualitative and quantitative approaches. Data were gathered through literature review, field observation, in-depth interviews with university teachers and folk music experts, and questionnaire surveys of college students. Qualitative analysis examined the cultural, historical, and artistic features of Lisu songs and pedagogical issues, while quantitative analysis focused on students’ attitudes, learning motivation, resource needs, and learning outcomes.

Results: Findings show high interest and participation among students: around 80–90% express strong enthusiasm for learning Lisu folk songs, recognize their cultural importance, and report improvements in musical literacy and aesthetic appreciation. Most students wish for more course hours, richer audio-visual materials, and direct contact with Lisu folk artists. Over half can identify basic musical characteristics and better understand the Lisu cultural background after instruction. Teachers and experts affirm the strong pedagogical value of Lisu folk songs but highlight constraints such as limited teaching materials, language barriers, and insufficiently trained faculty.

Conclusion: Integrating Lisu folk songs into university vocal curricula is both feasible and educationally beneficial. It strengthens students’ cultural identity, enriches vocal training, and supports the preservation and innovative development of Lisu musical heritage. To maximize impact, universities should develop systematic teaching materials, enhance teacher training, expand practical learning opportunities, and collaborate with local communities and cultural institutions to build sustainable platforms for the transmission and promotion of Lisu folk songs.

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