一个努力成为音乐家的女孩～

This article explores how linguistic styles in music teaching reflect deeper cultural ideologies across China, Japan, the United States, and France. By examining metaphoric intuition in Eastern pedagogy, the emotional aesthetics of Japan, the pragmatism and freedom emphasized in American instruction, and the rational-romantic duality of French teaching, the piece reveals how cultural roots shape teachers’ language, methods, and musical interpretation.

On November 16th, May Liang steps into the practice room and encounters a vision of her younger self from six years ago. Through a dialogue with her past, she reflects on the hardships of learning the marimba, the strugg

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