Exploring the Reform of Piano Course Teaching based on AGIL Model

Abstract

University music performance majors are strongly encouraged to take a piano fundamentals course as one of their necessary foundational topics. For college music achievement majors, it is very crucial to develop and raise students' piano playing proficiency and expertise. For the analysis and creation of complex systems, the AGIL model serves as a theoretical framework. This model may be used to create a complete methodology for piano instruction that emphasizes the growth of the student's flexibility, goal achievement, skill integration, and pause in action. Learning to play the piano may test these connections in the brain that control movement in students and people with poor motor abilities, and it can even improve coordination. Thus, we suggested the AGIL model for the reform of piano course teaching to further encourage the creative growth of piano instruction for music majors in colleges and universities in a diverse environment. The dataset used was made up of Chinese piano students. The performance measures used to assess suggested efficacy include ideal teaching, student performance, note-reading skill, teamwork ability, and student support rate. The evaluation's results indicate that the AGIL approach has provided 98.5% which seems to be useful for improving students' piano skills.