The Need for Expanded Wind Band Conducting Programs in China: A Comparative Study of Post-Secondary Wind Band Music Education in Canada and China

Wind bands have taken on an increasingly significant role in music education worldwide, helping to cultivate musicianship, encouraging collaboration, and fostering community engagement. In China, wind bands are often categorized under the broader label of “Western Music” (西洋乐) and have expanded rapidly in elementary, secondary, and post-secondary institutions. However, the development of wind band conducting education has not kept pace. While the current interest in wind band education is growing, China lacks formal and systematic post-secondary degree programs to train specialized wind band conductors, resulting in a shortage of qualified wind band leaders. In contrast, countries like Canada have well-established systems for training wind band conductors, where such programs are embedded within formal education at the university level. This contrast provides a meaningful lens through which to examine both structural and pedagogical differences, and to consider how China might move forward. This study is organized into four sections. The introductory section outlines the scope, purpose, and significance of this study. The second section focuses on the historical and sociocultural development of wind bands in both countries. The third section presents a comparative analysis of institutional structures and pedagogical practices. Canadian universities, such as the University of Alberta and the University of British Columbia, offer undergraduate and graduate programs where wind band conducting education is integrated into both performance and education degrees. In China, by contrast, conservatories and normal universities tend to prioritize orchestral, choral, or general conducting training, rather than offering a dedicated wind band conducting stream. To date, only the Sichuan Conservatory of Music offers a formal program in the field of wind band education, while most wind band activity at regular universities remain extracurricular. The fourth part of the study considers how the absence of structured wind band conducting education in China has influenced ensemble performance, student interest and recruitment, the diversity of repertoire performed, and broader artistic development. This paper concludes with five key recommendations: establishing dedicated wind band conducting programs within post-secondary institutions; requiring music education students to study core techniques in woodwind, brass, and percussion instruments; expanding wind band conducting coursework in both performance and education degrees; offering accessible masterclasses and certificate programs for working educators; and fostering international collaboration, especially with Canadian institutions, to develop shared learning opportunities, joint residencies, and cultural exchange. This study provides recommendations aiming to help strengthen the development of wind band conducting education in China. The focus goes beyond adjusting the music education curriculum, as it highlights the broader goal of nurturing a wind band culture that is sustainable, artistically vibrant, and internationally connected. By looking to Canada’s example and thoughtfully shaping those practices to fit China’s unique educational and cultural setting, educational institutions can be better positioned to train future wind band conductors and music educators for lasting impact.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.