In modern music education, the intersection of ecological awareness, primary school
development, and traditional folk music is gaining significant traction. This paper investigates how
elementary students can build a robust "ecological culture" through the study of folk songs in
general music classes. Here, ecological culture is defined as a holistic blend of environmental facts,
ethical values, emotional connections, and responsible actions. The core objective is to demonstrate
how specific folk repertoires, combined with deliberate teaching strategies, can nurture early
environmental stewardship grounded in cultural heritage.
The research methodology involved a systematic review of academic literature, primary school
curricula, and various song anthologies. To analyze this data, the authors applied a four-part
framework to identify ecological knowledge, values, emotions, and behavioral cues hidden within
song lyrics and educational models. A descriptive summary was then created to highlight the major
trends and missing links.
The findings reveal that much of the folk music already taught in schools is naturally rich in
environmental wisdom. These songs often contain imagery of nature, stories about the human
relationship with the land, and deep emotional ties to the environment. When educators use
strategies like interdisciplinary connections, open discussions, physical performance, and linking
songs to local geography, this content effectively fosters ecological culture. However, the study
notes that translating this into actual behavior usually requires activities outside the classroom.
Ultimately, the article argues that folk music serves as a vital bridge connecting a child's
personal experience and cultural identity with environmental meaning. It calls for lesson plans that
intentionally use tradition to cultivate ecological knowledge and values. The authors conclude by
recommending future comparative research to further explore how music education can empower
children to become agents of environmental change.