Abstract

Haiyang Yangge, ancient folk performances hailing from Shandong Province, China, stands as a testament to the resilience of cultural traditions in the face of time and change. This study aims to investigate the education development and transmission of Chinese Haiyang Yangge folk performances since 1949 within the context of education in Shandong Province. The research site is the coastal city of Haiyang, celebrated for its deep-rooted connection to this art form and its proactive approach to cultural preservation and education policy. The investigation engages with six key informants, comprising seasoned scholars, dedicated actors, and long-standing community members. The study reveals three significant leaps in Haiyang Yangge’s education development since 1949, driven by government support, adaptation to contemporary themes, and international recognition. These findings underscore the pivotal role of governmental policies in safeguarding and promoting intangible cultural heritage while also revealing challenges related to shifting generational preferences and urbanization. In conclusion, this research offers valuable insights and suggestions for preserving and revitalizing cultural traditions, emphasizing the importance of continued support for their transmission and relevance in education.

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