Teaching traditional art forms in schools and the community has proven an effective way of ensuring the transmission of traditional culture. But due to the lack of valid and normative assessment guidance, the assessments of Cantonese operatic singing are still developing, impairing the instructiveness in its teaching and learning and restraining the education and development of this traditional genre within contemporary society. Accordingly, to guide the design of a holistic assessment, the revised Bloom’s taxonomy was adopted to form a theoretical framework from which a criterion- and standard-based assessment framework with four domains has been proposed. Four teachers and 24 students of Cantonese opera institutions in Guangdong, China, were invited to pilot the assessment framework. Afterwards, semi-structured interviews were conducted from which two research questions were answered satisfactorily: 1) proposing a criteria- and standard-based assessment framework is necessary, for the traditional assessment practice is weak in guiding teaching and learning and 2) positive feedback supported the proposed assessment framework facilitates the teaching and learning of Cantonese operatic singing.

Cantonese operatic singing, one of the regional opera forms in China, flourishes mainly in the southern province of Guangdong. By exploring the culture of Cantonese operatic singing, this study relates older people's music participation to a sense of collectivism, thereby contributing to the maintenance of interpersonal relationships and promoting successful ageing. The study also illustrates how the musical participation of older adults can be influenced by the lifecourse and ageing in terms of both vocal abilities and levels of participation. Data analysed through participation observation in two Cantonese operatic singing lessons identify the rituals and core values of Cantonese operatic singing lessons. The findings help to explain how this particular music genre interacts with ageing.