What Are the Different Types of Music Theory Courses?

The goal of the course is one of the teaching methods of the subject. Compulsory courses for relevant professional and secondary normal schools in the music department, conservatory of music, and college of education of normal universities. Study the theory and application of music teaching. Based on the music syllabus of elementary and middle schools, the purpose, tasks and principles of textbook selection of music teaching are explained. The law of music teaching is studied, and the teaching steps and methods of music theory, sight-singing, singing, instrumental music and music appreciation are discussed. The main task is to cultivate the ability of normal students and serving teachers to apply pedagogy, psychological principles, and music professional knowledge and skills to the practice of music education. ^[1]

Music Teaching Method

The new curriculum gives students a new explanation and positioning for the all-round development of the students. The outstanding feature is that the curriculum goals are diversified, integrated and balanced from a one-way approach. Specifically, each course objective reflects the organic integration of three dimensions: emotional attitudes and values, processes and methods, knowledge and skills.

The "curriculum goal" of the curriculum standard is different from the "teaching purpose" of the syllabus, although the goal includes ^[2]

From the perspective of the music curriculum, its goals have the functions of: clarifying the development direction of music education, prompting the main points of the music education plan, providing methods of music learning experience, determining the basis of music education evaluation, and so on. The relationship between these four is to provide students with the best music learning content, methods, and experience by clarifying the development direction of music education and reminding the main points of the music education plan, and use this to determine the criteria for evaluating the results of music education activities.

For more specific and specific music teaching goals, its functions and functions mainly have the following points:

(1) Orientation-clarify the direction of music teaching, propose music teaching tasks, determine the method of music teaching, and lead the music teaching process.

(2) PlanningMake explicit the music teaching plan, define the scope of music teaching, regulate the progress of music teaching, and propose the main points of music teaching.

(3) RegulationAdjust and improve the operation process and method of music teaching.

(4) EvaluationDetect and evaluate the implementation process and effect of music teaching.

In the new music curriculum, the curriculum objectives are composed of three dimensions, namely emotional attitudes and values, processes and methods, knowledge and skills. The "Outline of Basic Education Curriculum Reform" states: "Changing the tendency of the curriculum to place too much emphasis on knowledge transfer, emphasizing the formation of a proactive attitude towards learning, making the process of acquiring basic knowledge and basic skills a process of learning to learn and forming correct values." The expression clearly explained the design ideas and connotations of the new curriculum goals. The new way of expressing the curriculum goals reflects the new view of knowledge and students, the integration of multi-dimensional goals in human development, and the requirements of quality education for the curriculum goal system.

For a long time, the goal of basic education courses has been directed to a single cognitive field, and courses have been regarded as knowledge and disciplines. Knowledge-centricity, knowledge standardization, and knowledge unification govern the construction, design, and implementation of the curriculum. The disadvantages of this single, one-sided view of the curriculum are obvious, and it exacerbates

The expression of the goal of music teaching is a specific problem that every music teacher must face. Generally speaking, it should contain three elements.

It should be noted that the establishment and expression of the goals of music teaching is the autonomous behavior of each music teacher in teaching design. It is not necessary to pursue too much unity and uniformity. From another perspective, music teaching itself is art, and art requires individuality. Yes, there is no unique teaching style without personality, let alone innovation and development. Traditional music teaching has relatively uniform requirements for teachers in preparing lessons, emphasizing commonalities, and overly pursuing standardization and standardization. Many teachers are a model and a routine. Such superficial articles lacking practical results cannot obtain good teaching results. The new music curriculum focuses on a "new" character. Under the guidance of the new curriculum concept, the design and expression of music teaching goals will inevitably be splendid and renewed.

In specific

Basic information on music teaching methods

Title: Music Teaching Method

Music Teaching Method

ISBN: 1270789 Publisher: Central Conservatory of Music Press

Price: 12.0

ISBN: 781096110

Author: Liao Naixiong

Publication date: 2005-01-01

Edition: 1

Folio: 32

Introduction to Music Teaching Methodology

The book is divided into 11 chapters, which include: three different types of theoretical applications, the analysis and synthesis of music teaching, the nature and acceptance of music, the ideas and principles of music teaching, and the theory of music learning. ^[3]

Music Teaching Method Book Catalogue

Foreword

Chapter 1 Three Different Types of Theoretical Applications

The first section on music enlightenment

Section 2 Learning Methodology

Section III Structural Theory

Chapter Two Analysis and Composition of Music Teaching

Section one analysis

When and where

Who is the two--theme, object and ontology

Three whys-where to come from and where to go

Four what

Five how

Section 2 Synthesis

Chapter III The Essence and Acceptance of Music

The essence of music

Non-conceptual

Dimorphism

Three time

Section 2 Ways to Accept Music

Appeal to hearing

Second resort to kinesthetic

Three appeals to vision

Four resort to feelings

Five appeals to perception

Section 3 Ways to Engage in Music

Passive bearing

Two Active Receptions and Aesthetic Appreciation

Three reflections

Four representations

Five practices

Six transplants

Seven creations

Chapter 4 The Ideas and Principles of Music Teaching

Section I Principles

One-person principle

Two principles of nature and truth

Principles of Unity of Three Morals and Aesthetics

Four principles of combining perceptual and rational

Five principles of comprehensive education

Section 2 Principles of Coaching

An aesthetic principle

Two intuitive principles

Three imitation principles

Four inspired principles

Five Game Principles

Six original (elemental) principles

Seven adaptive principles

Eight Principles of Discovery and Creative Learning

Nine self-doing principles

Ten principles of cooperation

Eleven step by step principle

Chapter Five: Stages of Music Study

Section 1 Preschool Music Education Stage (Before 6 years old)

The second stage of elementary music education (age 6-10)

The third stage of music education in junior high school (10-14 years old)

Section 4 Music Education in Senior Middle School (15-18 years old)

Section 5 Adult Stage (Age 18-60)

Section 6 Ageing (Age 60+)

Chapter 6 The Main Axis of Music Teaching Content

What is the purpose of the first section

What is the basis for Section 2

One or five different music languages

Two or six different types of music

Chapter VII Music Teaching in Orientation

Section 1 Music Teaching Oriented to Musical Art Works

The second section is a scientifically oriented music teaching

Section III Music Teaching Oriented to Students

Section 4 Behavioral Music Teaching

Section 5 Music Oriented Music Teaching

Chapter VIII The Purpose, Main Links and Keys of Music Teaching

The first section of the cultivation of music quality and the purpose of music teaching

One effect

Second Quality

Three teaching purposes

Section 2 Main Keys and Measures

Establishing correct and advanced concepts:

Build the highest quality and comprehensive textbooks possible

Three comprehensive, high-standard orientation teacher training

Chapter 9 Scope and Projects of School Music Teaching

Section 1 Scope of School Music Teaching

Section 2 School Music Teaching Project

An aesthetic experience

Second hearing

Three singing

Four languages

Five moves

Six rhythms

Seven Reading and Notation

Eight singing, playing practice

Nine impromptu singing, playing

Ten creations

Eleven reflections, analysis and interpretation

Twelve Music and Comprehensive Arts

Chapter 10 School Music Teaching and Textbook Construction as a System Engineering

The first section of Komensky's pedagogy and its inspiration to music teaching

Section 5: Five Ways to Treat Music

Section III Textbook Construction

Chapter 11 Teaching and Learning of Music and Its Methods

The first section teaches music

A clear purpose

Second fine analysis

Three rigorous plans

Four specific requirements

Five maneuver response

Six objective and scientific summary and evaluation

Section 2 Learn Music

A learning motivation

Two learning conditions

Conclusion