Educational Practice Studies on Rhythmic Training in Taiyuan Luogu Drum Art

Abstract

This study aims to examine the educational practices and rhythmic training methodologies used in the teaching and transmission of Taiyuan Luogu drum art. This study responds to the lack of documentation on teaching contemporary rhythmic pedagogy and how teachers scaffold modern learners. In qualitative research, data are field notes and audio-visual recordings and interviews with 24 informants, including one key cultural bearer, three senior practitioners, and 20 general informants, which were obtained at rehearsal halls, community cultural centers, and Taiyuan, Shanxi Province, ensemble training areas. In the study, data analyses were rhythmic exercise sequencing, instructional framework, and learner agency. This study determined a complete system of demonstration teaching pedagogy where students are trained in layered rhythms, call and response, pragmatic rhythm training on various instruments with rhythmic coordination, and community or ensemble learning. This complex cultural practice pedagogy study concludes that Taiyuan Luogu rhythmic pedagogy integrates conventional oral traditions with contemporary teaching frameworks, and thus cultural and learner growth are compatible. Possible future research directions would include cross-regional studies on rhythmic pedagogy, learner cognition, and the use of digital rhythm analysis to enhance the traditional percussion education pedagogy.