Towards Establishing an Erhu Ensemble at PWU School of Music: An Action Research

Abstract

This study reports an action research study on the establishment of an erhu ensemble at the Philippine Women's University (PWU) School of Music.  The study examined how Filipino university music students accepted, learned, and collaboratively performed a traditional Chinese bowed string instrument within a multicultural higher education setting. Using the action research cycle of planning, acting, observing, and reflecting, the teacher-researcher designed and implemented a six-session introductory erhu ensemble course for three volunteer undergraduate music students with different instrumental backgrounds. Data were drawn from classroom observations, reflective teaching notes, student feedback, video-supported performance review, and a final small-group performance. Thematic analysis identified five interrelated findings: initial curiosity developed into sustained cultural interest; technical learning required differentiated and embodied instruction; peer scaffolding supported ensemble coordination; cultural contextualization enabled students to interpret Chinese repertoire beyond note reproduction; and the teacher's role shifted from skills transmitter to facilitator, cultural mediator, and co-learner. The study suggests that an erhu ensemble can function not only as a performance activity but also as a culturally responsive pedagogical platform for intercultural understanding, collaborative musicianship, and localized curriculum development. Because the study involved a small sample and short instructional period, its findings should be read as context-bound and generative rather than generalizable. Nevertheless, the study offers a practical model for integrating non-Western instruments into university ensemble education through action research, cooperative learning, and culturally responsive teaching.