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Abstract

Professional Cantonese opera performers are crucial in teaching Cantonese opera within school-based extra-curricular music activities as general music teachers are typically unfamiliar with the art form. However, few studies have explored Cantonese opera performers’ experiences as schoolteachers. In this multiple-case study conducted in Guangzhou, China, four Cantonese opera artists’ identity transitions from performer to both performer and teacher in primary school are explored to illuminate the challenges they faced while teaching. Data were collected through participant observation and semi-structured interviews. The findings revealed that the identity transition occurred in stages: the performer identity facilitated the shift to the dual identities, followed by struggles, proactive changes and eventual recognition from society, schools, students, and parents. However, challenges emerged while teaching, including conflicts between the performers’ and schools’ educational philosophies, a lack of recognition of the performers’ contributions, and tensions between performance and teaching commitments. Drawing on identity theory, this study suggests that educational institutions should recognise performers as integral to the educational process and ensure that their contributions are valued. Furthermore, there is a need to validate these performers’ dual identities as both artists and educators to sustain the teaching of traditional art forms.

Keywords

Cantonese opera Cantonese opera artists extra-curricular music activity identity theory primary school music education traditional music learning

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Exploring Cantonese Opera Performers’ Dual Identities in Primary School Music Education: An Identity Theory Perspective

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