Development of Performing Arts Education Module to Improve Self-Regulation Skills among Students with Exemplars at Guizhou Vocational College, China

Literature reveals students in vocational schools frequently encountered difficulties to develop self-regulation skills that are a crucial factor in achieving academic success and personal growth. This article reports part of a bigger scale study aiming improving self-regulation skills and emotional management among vocational college students through development of a performing arts sustainable development education training module using ‘Design and Development Research’ (DDR) using mixed-research method but only qualitative data collection and analysis (including findings from observation rubric, reflective journal, informal interviews or open-ended responses collected from validated survey questionnaire) are reported in this paper. The key elements of the performing arts education module integrating ASSURE instructional model will be elaborated. The integration of quality educational music therapy (EMT) with teaching methods such as Orff-Schulwerk music therapy (OSMT) and ‘Nordoff-Robbins’ Method of Music Therapy’ (NRMMT) will also be reported. This includes illustration of evidences of improvement in ‘Learning’ (Level 2 of Kirkpatrick’s evaluation model) among vocational students' emotional regulation. Discussions of findings include the positive effects of performing arts education training module on the improvement of students' self-regulations, impulse control, and emotion regulation skills.