Abstract
This study explores the ideal approach to music education in line with contemporary educational reforms, aiming to identify the prerequisites for effective teacher training programs that leverage the unique strengths of music universities. Specifically, it examines the challenges in preparing music teachers capable of delivering a balanced, “quality” experience through “proactive, interactive, and deep learning” from the perspective of students. A survey was conducted on students’ perceptions of two compositions titled “Hana,” one by Rentarō Taki and the other by Fujii Kaze. While the average rating for musical value was higher for Fujii Kaze’s work, three-quarters of the students rated Rentarō Taki’s piece higher in terms of educational value, indicating an inversion in their value perceptions. The study underscores the need to update teaching perspectives and provides guidelines on how students with diverse musical backgrounds can contribute to music education in the contemporary era.
