APPLYING THE ARCS FRAMEWORK IN ORFF-BASED MUSIC EDUCATION: ENHANCING YI FOLK SONG INSTRUCTION IN SICHUAN PROVINCE, CHINA 

Abstract

This study explores the integration of the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction) with Orff-Schulwerk pedagogy to enhance Yi folk song instruction in Sichuan’s Liangshan Prefecture, China. Using the "Planting Fir Trees" lesson plan, the intervention employs rhythmic exercises, cultural storytelling, and scaffolded vocal tasks to engage Yi minority students. Conducted over 12 weeks with 60 primary school students, the study shows significant gains in motivation and musical proficiency, assessed via ARCS questionnaires and performance metrics. Combining motivational psychology with experiential music education, this research offers a culturally responsive framework for preserving Yi musical heritage and fostering active learning. The findings provide educators with practical tools for teaching ethnic folk songs in diverse contexts.