在早期钢琴教学中,通过听觉方法学习中间空间的细微差别
Samuel E Pang1, Rebecca Y P Kan1
1Nanyang Academy of Fine Arts, University of the Arts Singapore, Singapore 189655, Singapore.
Behavioral sciences (Basel, Switzerland)
|January 8, 2025
概括
这项研究探讨了早期钢琴课的听觉方法,以改善音乐理解. 研究结果表明,集成基于声音的学习可以增强儿童与音乐联系的能力,支持视觉方法.
科学领域:
- 音乐教育 音乐教育教育
- 认知心理学 认知心理学
- 儿童发展 儿童发展
背景情况:
- 传统的早期钢琴教学在很大程度上依赖于视觉方法,这可能会阻碍听力技能的发展.
- 对听觉学习的有限关注可能会限制儿童对音乐的全面理解和参与.
- 发展听觉能力对于音乐理解和全面的音乐体验至关重要.
研究的目的:
- 研究听觉方法对年轻钢琴学习者的探索行为和音乐理解的影响.
- 检查听觉方法如何可以补充现有的基于视觉的教学策略.
- 培养听到的声音和儿童的音乐理解之间更强的联系.
主要方法:
- 案例研究涉及年轻的音乐学习者,年龄在7-8岁之间.
- 通过课程观察和采访收集定性数据.
- 利用基于游戏的评估和准备好的作品的绩效评估.
主要成果:
- 参与者展示了声音回忆,校准,关联和赋权的积极实例.
- 听觉方法被发现可以减轻与视觉评分阅读相关的认知负载.
- 当使用听觉方法时,学生在手动和音乐元素之间表现出更好的协调.
结论:
- 将听觉方法与视觉方法相结合,可以在早期钢琴教学中显著提高音乐理解.
- 听觉策略支持认知过程,允许学生更多地关注音乐性,少关注视觉解码.
- 对混合听觉视觉教学方法的进一步研究可以揭示学习的细微差异,并优化儿童的音乐教育.
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