CC BY
1ART STUDIES
LOOKING INTO THE NECESSITY OF ESTABLISHING COMMUNICATION MECHANISM IN CHINESE MINORITY MUSIC DISCIPLINE BASED ON NEW PERSPECTIVE
Cui Jian
Associate Professor,Master's Tutor Senior Visiting Scholar at the National University of Karazin, Ukraine Ethnomusicology and Experts in Chinese Xinjiang Music Research
Abstract
Since the last century, with the strong support of the state. All ethnic colleges and universities have begun to build minority music disciplines. It has successively established teaching institutions such as the Department of Sound and Dance of the Central University for Nationalities (1959), the Inner Mongolia Art School (1957), and the Yanbian University Art Institute (1957), which specialize in the education of minority music subjects. In the process of long-term development, the teaching of minority music subjects is on the rise. But there have also been different problems. According to the region, their respective objective reasons. The communication and communication of ethnic minority music disciplines in different universities are far from the requirements of disciplinary development from a certain perspective in terms of frequency and effect. This paper starts from the Central University for Nationalities, the Inner Mongolia University Art School, the Yanbian University Art School, and the Inner Mongolia Normal University Music School Minority Music Discipline. Explore the mechanism suitable for the exchange of minority music disciplines in colleges and universities. Promote interoperability between mutual subject education and discipline construction. Jointly promoting their respective teaching resources and teaching advantages to promote the progressive development of minority music disciplines.
Keywords: minority colleges and universities, minority music discipline, exchange mechanism, Central University for Nationalities, Inner Mongolia University, College of Art, Yanbian University, College of Music, Inner Mongolia Normal University
I. Overview of the development of minority music disciplines in the Central University for Nationalities, the Inner Mongolia University Art School, the Yanbian University Art School, and the Inner Mongolia Normal University Music College
Second, the necessity and rationality of establishing communication mechanism in minority music disciplines
3. Suggestions on the establishment of communication mechanism for minority music disciplines Fourth, the conclusion
One. Overview of the development of minority music disciplines in the Central University for Nationalities, the Inner Mongolia University Art School, the Yanbian University Art School, and the Inner Mongolia Normal University Music School
The Department of Sound and Dance of the Central University for Nationalities, the Art College of Inner Mongolia University, the Art College of Yanbian University, and the Conservatory of Music of Inner Mongolia Normal University were all advanced institutions of higher education that were established earlier in the country after the founding of the People's Republic of China. It has a strong representativeness for its research. In the following, we will briefly describe the school-running situation and the development of minority music disciplines.
(1) School of Music, Minzu University of China The predecessor of the School of Music of the Central University for Nationalities, the Department of Sound and Dance of the Central University for Nationalities, was founded in 1959 and is the highest hall of music education for ethnic minorities in China. The
college has a group of experienced and strong experts and professors. Among them, there are 4 professors, 14 associate professors and many outstanding lecturers. Doctoral and master's degrees graduated from the master's degree and the Central Conservatory of Music. They come from different nationalities in the country. Work hard to revitalize the cause of national music. For more than 40 years, the Conservatory of Music has trained a large number of well-known musicians such as Song Zuying and Sambo. It has also trained and transported a variety of artistic talents for many central music groups, education systems, scientific research institutions, propaganda media and national minority areas. Among them, many graduates have won gold and silver awards in various international and domestic music competitions. They all play an important role in their respective positions. In addition to the teachers of the school, the Conservatory of Music also hired many well-known experts and professors from the Central, China Conservatory of Music and major music groups in Beijing to serve as teachers for a long time. They also regularly invited some famous international musicians to visit our institute. And successively established intercollegiate relations in music schools in Western countries, and academic activities are frequent. The School of Music has a minority orchestra, a minority youth Philharmonic Orchestra, and a minority choir. Its cast is huge, its strength is strong, and its characteristics are unique. Among them, especially the minority orchestras have more distinctive features and strengths. The 50 years of development has enabled the Conservatory of Music to form a school-running model that integrates teaching, academics, creation and artistic practice, and has become a national-level "national music
innovation talent training model pilot zone". Now he has a doctoral degree in Chinese minority music and a master's degree in musicology. There are more than 30 departments including music, composition, vocal performance, folk music performance, orchestral performance, piano performance, music education, and minority instrumental music. Professional direction. The college has established a strong team of teachers, 87 full-time teachers, including 10 professors and Zheng-gao titles, 24 associate professors and associate professors, accounting for 40% of the total number of teachers; 26 master's tutors, doctoral supervisors 3 5 people with a doctorate and 31 masters, accounting for 44% of the total number of teachers; one national candidate for the National New Century Talent Project and one of the Ministry of Education's New Century Excellent Talent Support Program The winner of the national "Baosteel Excellent Teacher Award". In the teaching and research and music creation, a group of experts and scholars with outstanding contributions have emerged, and the music works with great influence such as "The Legend of Woodcarving", "The Great Changes of Liangshan" and "The Five Heroes of Langya Mountain" have been created. The teachers and students of the college have won awards in various music competitions at home and abroad. According to incomplete statistics, since the establishment of the institute, more than 320 people have won prizes in various competitions at home and abroad, and the music works have won more than 40 people in domestic and foreign competitions, such as 2001. The student Ding Ling won the second place in the "4th Italian Mina Pio International Piano Competition" (youth group); the 2002 student Liu Xijuan won the third place in the "Italian Uzhbania 1st International Vocal Competition" The 2004 student Gong Yinan won the third place in the "10th Beijing International Accordion Competition" (youth group); the 2000-level secondary school student Kang Yanni won the second prize in the "Tianhua Cup National Junior Erhu Competition Final" Yao Xiaoxi, a 2003 student, won the third prize in the "National Art Academy Flute Competition" (Youth Professional Group); in 2008, Liu Sisi, Cao Yuanyuan, Chen Yu and other students won Chinese culture in the Third National National Instrumental Competition Art Government Awards Erhu, Guzheng, Dulcimer and other professional youth group B group silver awards. In the past 20 years, the college has obtained more than 80 research projects and award-winning achievements, including more than a dozen projects and achievements at the provincial and ministerial level. For example, Dr. Jiayu Qunpei is the deputy editor of the national key scientific research achievements "Chinese Folk Songs Integration" ( Tibet Volume) won the first prize of the compilation of the national key projects of national social sciences and the national key projects of art disciplines by the Ministry of Culture, the Central Propaganda Department, the State Ethnic Affairs Commission and the National Federation of Literary and Art Circles in 2004; Dr. Bao Aijun's monograph "Mongolian Buddhist Music Culture "Diversity" won the second prize of the 8th Excellent Achievements in Philosophy and Social Science in Beijing; Zhang Chao's works "Three Songs of the Southern Foothills" and
"Spring Comes" won the second and third Chinese music "Golden Bell Award" respectively; Zina's "Auspicious Three Treasures" won the 10th "Five-One Project Award" from the Central Propaganda Department. Over the years, the Conservatory of Music has adhered to the mission and characteristics of inheriting and carrying forward the music culture of ethnic minorities, striving to build a teaching, research, creation and development center for Chinese minority music, and gradually realize a complete and scientific system of distinctive disciplines. The mature and characteristic curriculum system of traditional Chinese minority music, Chinese minority vocal performances and Chinese minority instrumental music plays a certain influence in China. There are more than 20 featured textbooks developed around these courses, such as Meng Xinyang's "Selection of Chinese Minority Vocal Music Textbooks" and "Chinese National Vocal Music Textbooks"; Long Xiaoyun's "Chinese Minority Multi-voice Folk Songs" "Selected Works", "The Drama of Nationality" by Ke Lin and others, "Chinese National Instruments" edited by Zhao Baojia, "The Winter Brass Performance Course" compiled by Imanal and Bayar. In terms of teaching reform, the college emphasizes and increases the proportion of minority music culture in the curriculum system, and undertakes the construction project of the national talent innovation pilot training zone for the national talent training model innovation pilot zone construction project. In 2002, he took the lead in establishing the "Chinese Traditional Music of Minority Nationalities" as an independent undergraduate compulsory course, juxtaposed with the "Chinese Han traditional music", and completed the ethnic music in the higher education system and realized China from the objective academic system. The teaching purpose of the multicultural characteristics of ethnic music has been listed as the "Beijing Excellent Course". The "Ethnic Minority Orchestra" of the Conservatory of Music is an orchestra with the main features of the development and creation of musical instruments featuring ethnic minorities. It has been active in the domestic and international arena for ten years and has had a great influence in the academic circles. It participated in the closing ceremony of the Athens Olympic Games in 2004 to welcome the Olympic Games. The flag performance was honored by the Beijing Municipal Committee and the Beijing Olympic Organizing Committee. The group made many useful explorations in the development and performance of minority musical instruments. The Conservatory of Music insists on teaching as the center while continuously strengthening the scientific research consciousness and ability of teachers. So far, the college has undertaken a number of provincial and ministerial-level scientific research projects such as "Study on the Musical Culture of Tibetan Buddhism", "The Spread and Regional Variation of Chinese Tibetan Buddhism Music Culture", "Research on Mongolian Religion and Sacrificial Music Culture". More than 200 papers and music works published in academic journals and conferences. The music school affiliated to the national "211 Project" and "985 Project" construction key universities has completed the construction of the "211 Project" scientific research
project "China Minority Music Database" during the "10th Five-Year Plan" period of the "211 Project". Initially realized the data sorting and input of Chinese minority music culture, which needs further deepening.
(2) Inner Mongolia University Art College
Inner Mongolia University Art College is a subordinate college of Inner Mongolia University. Its predecessor was the Inner Mongolia Art School founded in 1957. In the 1980s, it became a national key secondary school. It is an important base for cultivating national art talents in the autonomous region. In March 1987, with the approval of the State Education Commission, the Inner Mongolia University Art School was established on the basis of the Inner Mongolia Art School. In December 2000, the college and the Inner Mongolia University formally rationalized the relationship and achieved a substantive merger. In 2015, the Inner Mongolia University Art School was revoked, and the Inner Mongolia Academy of Arts was established on this basis. The college no longer exists. Established "Inner Mongolia Mongolian Youth Chorus Art Talents Training Base", "Inner Mongolia Animation Industry R&D and Talent Training Base" and "Inner Mongolia Leather Art Industrialization Project Demonstration Base". There are 14 key courses of Inner Mongolia University, 4 school-level quality courses, 3 school-level excellent courses, 3 autonomous region-level quality courses, 3 autonomous region-level brand majors, and 1 national-level quality course. The college has achieved fruitful results in the fields of national music theory, Mongolian musical instrument reform, literature and art, culture and art industry, and has undertaken and completed a number of national and autonomous regional art research and research projects. Inner Mongolia University is one of the 13 art colleges with high level of education and outstanding professional characteristics approved by the Ministry of Education in 2008. It is based on the implementation of the independent enrollment method for art undergraduate majors in undergraduate art colleges. There are 13 undergraduate majors in art and 37 undergraduate majors. The college has 10 secondary disciplines in musicol-ogy, dance, art, art design, art, literature, ethnology, radio and television art, drama and drama, and public administration (cultural industry management); In the first-level disciplines, there are five doctoral degree programs in the disciplines of minority arts and the master's degree in art. There are five master's degree programs in literature, art, music, art, and design. The music department currently has 90 full-time teachers. More than 20 external teachers (including 68% of professors and associate professors with professional and technical positions and master's degree or above. More than 700 undergraduate students; according to the National Department of Education's undergraduate professional catalogue, with music, music performance, composition With the theory of composition technology, three undergraduate majors, and 37 professional orientations, it covers almost all areas of music science. With the development of education and the deepening of teaching reform, the level of music education has been further improved. With the joint efforts of the institute and the department, the right to grant a master's degree
in music has been approved by the National Academic Degrees Committee. Since 2007, the music department has begun to recruit graduate students to contribute to the cultivation of higher-level music talents in the autonomous region.
(3) Yanbian University Art College
Founded in 1957, Yanbian University Art College is the only institution of higher learning in China that trains Korean professionals. The School of Art has five undergraduate majors in musicology, music performance, composition and composition theory, dance performances, performances, etc.; it has a master's degree in music science and dance, and a second-level discipline of "Chinese Minority Art". Master's degree in authorization, Master of Arts degree (MFA) authorization point. The college has 635 undergraduates and 98 master's students. The Ministry of Culture received one person from the "Traditional Culture Protection Contribution Award", the first batch of "specially invited folk singers" from the Ministry of Culture, and the representative inheritor of the Gayaqin art of the national intangible cultural heritage project. The college has a "Korean National Dance" talent training innovation practice zone approved by the Ministry of Education; two provincial specialty (musicology, dance); two provincial-level quality courses ("Korean folk dance", "keyboard- Accordion"); two provincial teaching teams. The "Reform and Practice of the Korean National Dance Professional Curriculum System" was awarded the provincial-level teaching achievement special award and the second-class national teaching achievement award; the "Research and Practice of Music Performance Professional Training Model Reform" was rated as a provincial teaching achievement. And other awards. The college has achieved outstanding results in various art competitions at home and abroad, in the "CCTV National Youth Singer Competition", "National CCTV TV Dance Competition", "Western Folk Song Contest Original Sound Folk Songs Solo Group Competition", National Minority Instrumental Music Competition, National "Tao Li Cup" "The dance competition and other competitions were awarded. Over the past 50 years, the Academy of Fine Arts has trained more than 5,000 art professionals at all levels for the country. The school now has 6 teaching institutions including music department, dance department, art department, drama department, cultural foundation department and physical education department; music, music performance, composition theory, art, painting, art design (covering photography, ring) 8 majors in art, decoration, sculpture, and clothing, 8 majors in dance, performance, and 18 majors. In addition, there are research institutes such as the National Art Research Institute, the Korean Art Data Center, the Art Design and Research Center, the National Instrumental Music Research and Production Center, and the Lin Jing Vocal Research Institute. At present, the college has formed a "comprehensive, applied, open, one-stop" school-running characteristics and advantages, and has become a national art academy that has begun to take shape and has certain influence at home and abroad. The college has a strong faculty and has a group of experts, scholars and a large number of outstanding young and middle-
aged teachers who are influential in the academic world. There are 269 faculty members and 175 fulltime teachers. Among them, there are 8 professors, 50 associate professors, 10 master's tutors, 1 provincial young and middle-aged academic backbone, 1 leader of Yanbian University's "251" discipline, 3 academic leaders, and 2 young and middle-aged academic backbones. In addition, the college often invites famous experts and scholars at home and abroad to give lectures. Since the establishment of the school, the college has trained more than 4,000 senior professional art talents for the country. Among them, many graduates have served in the famous national literary and art groups and art schools of China Nationalities University, Ministry of National Defense, Central People's Broadcasting Station, Central Orchestra, Central Conservatory of Music, Beijing Dance Academy, and some have become famous at home and abroad. Senior art talent.
(4) Inner Mongolia Normal University Music College
The Conservatory of Music of Inner Mongolia Normal University is the first art department (college) of higher education institutions that was established in China's ethnic minority areas since the founding of the People's Republic of China. The school is now located in the 13,000m2 "Yifu Art Building", with a first-class standard concert hall, with the international top brand worth more than 1 million German original Steinway nine-foot piano, with multi-functional music appreciation classroom , multimedia computer music classroom, digital piano classroom, music appreciation audio-visual room, electronic music production system and recording studio, dance rehearsal hall, etc., equipped with a variety of teaching and research professional equipment, with good school conditions. The college has a strong faculty, with 79 faculty members, 67 full-time teachers, 6 professors, 24 associate professors, 27 lecturers, 4 doctorates, 2 doctors, 36 masters, and 1 foreign student. 35 external visiting professors. The college has full-time postgraduate education, master's education in music education, undergraduate education, and adult education. There are 882 full-time undergraduate students, 101 postgraduate students, and 29 postgraduate students. The college offers all majors in music in the undergraduate majors of the national colleges and universities, namely musicology, music performance, composition and composition theory, musicology (ethnic musicology), and dance studies. It has a department of composition, theoretical teaching, vocal music, piano, instrumental music, national music research institute, art practice department, modern education technology experiment center and music data room. The college has three master's degree programs in musicology, Chinese minority art, and music curriculum teaching. It is one of the first three normal colleges with master's degree in the national colleges and universities in 86 years. 21 existing master's tutors, including accordion performance and teaching, dulcimer performance and teaching, composition theory and teaching, music appreciation and teaching, vocal singing and teaching, piano performance and teaching, Mongolian and northern minority music research, long-
song singing Nine research directions, such as theoretical research, matouqin performance and theoretical research, curriculum and teaching theory. The college has perfect scientific research conditions and strong scientific research strength, especially in the study of music in northern minorities. It is in the leading position in the country and currently undertakes four national research projects. The College has student choirs, symphony orchestras, military orchestras, folk orchestras, matouqin orchestras, dance groups, etc., and has participated in many important performances and won various awards. In the past 60 years since the founding of the Academy, our school has trained more than 6,000 music talents for the country and the autonomous region. More than 80% of the professional teachers of art schools in the autonomous region's higher normal colleges are graduates of our college. The Inner Mongolia Normal University Music College is Inner Mongolia. The cradle of musicians and music educators.
two. Analysis on the Necessity and Rationality of Establishing Communication Mechanism in Minority Music Discipline
In the major minority areas, colleges and universities are carrying out the teaching of minority music subjects. Due to different regions, the main ethnic groups in the region are different. Gradually developed a form of teaching that is relatively closed and closed. A certain institution holds a relatively simple teaching process by adhering to a certain teaching idea or teaching mode. Ignore the experience of learning from other institutions. In particular, the minority music discipline is in a period of development. It is more important to strengthen mutual communication and learning. Jointly promote the development and improvement of minority music disciplines. Therefore, the author believes that it is urgent to establish a communication mechanism between institutions. Through the formation of a fixed form of communication, the colleges and universities will be encouraged to explore the teaching of minority music subjects. Therefore, a fixed mechanism suitable for the exchanges of minority music institutions is gradually explored. The author believes that this kind of communication mechanism suitable for minority music disciplines has the following commonalities from the disciplines of various colleges:
1. There is a common professional teaching direction in the teaching of minority music subjects.
In the higher art colleges engaged in minority education, the vast majority have a common teaching direction that belongs to the minority music disciplines. For example, the Conservatory of Music of the Central University for Nationalities, the Art College of Inner Mongolia University, the Art College of Yanbian University, and the Conservatory of Music of Inner Mongolia Normal University have all opened professional teaching courses on the direction of minority instrumental music, the direction of minority vocal music, and the theoretical direction of ethnomusicology. In this way, when the colleges have a common teaching direction, it is of practical significance to promote communication between teachers and students in various
colleges and universities. And increased the interactivity between subject teaching. We are committed to the teaching research and school thinking of the same direction. Therefore, it is imperative to build a relatively stable communication mechanism between teachers and students in different colleges and universities.
2. The establishment of communication mechanism is conducive to the exchange of different academic resources.
Although the minority music disciplines have been carried out in ethnic areas across the country, the development of minority music disciplines has always been recognized as a difficult point in the academic world because of its uniqueness. The different school resources and academic resources of different institutions are biased towards the development of minority music disciplines, resulting in different directions. Formed a state of "everyone is good at what he is good at, but loses one another." If there is a solid communication mechanism between the institutions. Then the institutions can share each other's superior academic resources with each other. Achieve the effect of joint promotion. Among them, the Central University for Nationalities has strong academic strength and achievements in ethnic education, national art, national history, and ethnology. Combine the academic advantages of ethnic multidisciplinary. Carry out the construction of minority music disciplines. fruitful. And it has universality. Promoting the communication between the Central University for Nationalities and other ethnic colleges and universities is the only way to promote the development of minority music disciplines. Colleges and universities in ethnic areas can learn from the Central University for Nationalities and a variety of disciplines to run minority music disciplines, as well as share the strong academic resources of the Central University for Nationalities. The Central University for Nationalities absorbs the advantages of running schools and the development of professional characteristics and teaching methods from different ethnic colleges and universities. The two work together to promote mutual progress. There is nothing but harm.
3. Promote the formation of educational theories of minority music subjects through the communication of different teaching experiences
Each ethnic area has its own regional music characteristics according to its local customs and customs. The art-level higher education institutions in ethnic areas have their own emphasis. According to the education of running a school, different teaching experiences and educational theories applicable to the regions are summarized. I think we should unite the institutions to pass long-term and stable exchanges. Gradually explore a development path suitable for Chinese minority music disciplines. Summarize the educational theory of minority music disciplines. Applicable to the overall minority music education. It is not possible to live alone and rule alone. The universality of their respective educational theories should be improved. To achieve this goal, it is unrealistic not to communicate through long-term and stable exchanges. From the side, it is also necessary to promote communication mechanisms.
3. Suggestions on the establishment of communication mechanism for minority music disciplines
Through the above discussion on the establishment of communication mechanisms between colleges and universities of minority music, the author starts from reality. Describe some personal ideas. Some thoughts and suggestions on the exchanges between minority music disciplines.
(1) A fixed exchange forum should be established and regular teacher exchange meetings should be held.
All institutions should jointly carry out a fixed exchange forum for minority music disciplines, and encourage teachers and students of minority music disciplines in different regions to express their opinions in exchange forums. Therefore, from the information to achieve a cross-regional circulation. Exchange forums can be classified according to the direction of teaching and the direction of the profession. Thereby improving the academic significance and value of the exchange forum. And exchanges between college teachers should be carried out regularly. Different opinions on different teaching directions in minority music disciplines are based on individual teaching practices, and effective information is extracted from the frontline teaching of minority music disciplines in various regions. Promote the common progress in the teaching of minority music subjects in various colleges and universities.
(2) Colleges and universities should jointly organize regular exchange activities of various majors in minority music disciplines.
All institutions have a joint school major. It is possible to jointly organize events with an exchange nature. Teachers and students of all institutions are encouraged to participate. "Promotion by the game" promotes communication in the form of competitions. For example, a joint performance competition for minority vocal music and minority instrumental music disciplines will be held. Encourage students to participate. Strengthen exchanges between college students. And students can be encouraged to communicate. It can also hold academic papers for minority music theory. Strengthen teachers and students to express their personal understanding and opinions on minority music. Form a participatory mechanism through regular events. Conducive to the interoperability of information.
(3) It is possible to hold regular exchanges between students and teachers.
In the modern convenience of transportation, various areas have broken the barriers of transportation. The author believes that the flow of teachers and students between institutions should be fully realized. Encourage students to learn different aspects of knowledge. Broaden your horizons. Teachers should also break the inherent ideological form and think about teaching from multiple perspectives, so that the teaching is "changing constantly new, heavy quality and quantity". I believe that colleges and universities that teach minority music subjects can carry out the flow of teachers and students. Form a pattern. Through short-term exchanges between students and teachers. Bring different teaching, practice, application ideas and information to different institutions. Inject fresh blood into
a relatively fixed state of teaching in their respective institutions. Promote the thinking and research of participants in different disciplines.
Fourth, the conclusion
Through the research and understanding of minority music disciplines, the author starts from the actual situation of each institution that offers this discipline. The idea of establishing an exchange and communication mechanism for ethnic minority education art colleges and universities was put forward. And briefly explained some personal views. This article is only used to attract jade. I hope that more people with lofty ideals will be committed to promoting the construction and development of minority music disciplines. I hope that experts will correct the comments.
References
1. An Analysis of the Teaching Mode and Development Direction of Minority Instrumental Ensemble
Classroom-Taking the Encyclopedia of Minority
Instrumental Music in the Conservatory of Music of the Central University for Nationalities as an Example Cui Jian Music Time and Space 2015-11-12 13:47 Journal 5 Download 85 Share
2 My opinion on the application of innovative teaching methods for ethnic minority instrumental music-Taking the Mongolian plucked instrument fire-
fighting teaching application as an example Cui Jian Music Time and Space 2015-10-26 10:19 Journal 2 Download 36 Share
3 Suggestions on the Specialization Construction
of Minority Instrumental Music Discipline-Taking
the Development of Minority Instrumental Music Discipline in the School of Music of the Central University for Nationalities as an example Cui Jian Music Time and Space 2015-10-26 10:19 Journal 1 Download 29 Share
4Analysis of the artistic creation characteristics and artistic conception of Bayar's instrumental music
works-Taking the Mongolian plucked instrument
fire and not the works and the creation of the accordion as an example Cui Jian Music Time and Space 201510-20 13:21 Journal Download 24 Share
5 Commentary on the Musical Creation of Traditional Minority Instrumental Music-Taking Mongolian Plucked Instrument Fires as an Example Cui Jian Chinese National Expo 2016-01-15 Journal Download 23 Share
6 The pursuit of art and the persistence of education-Remember the Mongolian minority minority
instrumentalist and educator Bayar Cui Jian Music Time and Space 2015-10-20 13:21 Journal Download
THE PROSPERITY AND DECLINE OF THE ANCIENT FIVE-STRINGED CYMBALS
Wu Lele
China's Xinjiang Uygur Autonomous Region, sity Urumqi and Peking Opera Troupe,
National Second Performer, Band, Chief Performer
Abstract
Recently, the book "The New Perspective of Chinese History" by the late Chinese cultural scholar "Father of Grassland Culture Theory", Mr. Meng Chibei, is a book that re-examines and understands Chinese history from a new historical perspective. In the process of reading this book, it seems that I have touched a certain vein after China introduced the Central Plains from the Western Region. It has been flourishing in the Sui and Tang Dynasties and even in the past two thousand years, and has undergone the reform and production of the violinists. Qu Xiang has grown into a representative Chinese national musical instrument with beautiful shapes, diverse skills and rich expression. I think of it: the five-character musical instrument "Five Strings" (hereinafter referred to as the Five Strings), which was in the Sui and Tang Dynasties during the Sui and Tang Dynasties and the Song Dynasty, has gradually faded out of sight in the Song Dynasty and gradually disappeared in the long river of history. The sound disappeared and even lost, this problem is generally considered a mystery. In reading the works of Mr. Meng Chibei, he also referred to the work of Mr. Zhuang Yongping's "Handbook", and here he felt some kind of inspiration, which led to the inner sprout. As a reader, he is also a music worker. Here I will record my personal experience and hope to have a chat with people who are interested in it. In the following, this article will focus on the history of the five-string growth, the history of the decline
The roots are tested.
Keywords: ancient China; Wuziyu; development history; Xinjiang musical instruments
Historical records: The Northern and Southern Dynasties in the Sui and Tang Dynasties were popular in the Central Plains of China. The five-stringed pipa was a plucked instrument from the northwestern steppe nation. It was called "Hu Yu" or "Kuzzi", and the "Hu" was the ancient Central Plains people in the western and northern grasslands of China. The general name of the nomads, "Kurz" refers to China's southern Xinjiang, with the Kuqa as the center, including Baicheng, Shaya,
Xinhe and other counties. It was once a famous citystate in history.
The country "Kwaiz State".
The written records about Pipa can be traced back to the Han Dynasty: from the Han Dynasty, Zhang Wei cut through the Western Region, expanding the Silk Road and becoming a major channel for material and cultural exchanges between the East and the West. The Eastern Han Dynasty Liu Xi's "Release Name" said: "Hey, immediately drums, pushing the hand before the
