Music Teaching Methods Research Articles

Analysis of Artistic Instruction and Emotional Expression Pathways in College Piano Performance in the Internet Era

Abstract As computer science advances, it intersects intriguingly with the realm of music acoustics, particularly in enhancing piano performance through technological means. This paper delves into an innovative approach to piano learning and creation, focusing on emotional expression’s nuances. We have devised a system capable of precise musical tone recognition and sound quality evaluation by adopting Mel Frequency Cepstral Coefficients (MFCC) for the nuanced extraction of piano sounds and integrating dynamic fuzzy neural networks. Our findings show an impressive accuracy rate, with musical tone misidentification below 2.58% and sound quality assessment errors within a 5% margin. This work not only sets a new benchmark in piano performance analysis but also paves the way for revolutionary teaching methods in music education, with profound implications for artistic instruction and emotional expression.

Exploration of the Integration of Traditional Music Cultural Elements in Music Informatization Teaching

Abstract With the development of information technology, music teaching methods are getting more affluent and more prosperous. This paper proposes a model for emotion classification and assessment that integrates traditional music culture elements with information technology in music teaching. The research first combines TextCNN and BiLSTM algorithms to establish the emotion classification model of conventional music. Then it combines PYIN and DTW algorithms to establish the evaluation model of traditional music, which completes the auxiliary efficacy of music informationized teaching. In the emotion classification test of the model, the classification accuracy and F1 value of emotions of different music samples are 82.98% and 75.22%, respectively. The model’s recognition accuracy of the four voices is 86.76%, and the overall effective scoring percentage is 81.98% under different playing abnormalities. This study has had an impact on traditional music evaluation. The model in this paper can be used to classify and evaluate emotions in conventional music, providing more intelligent and high-quality technical services for integrating traditional music into music teaching.

Research on Optimization Strategy of Children Violin Teaching Based on Orff Music Teaching Method

Research on Optimization Strategy of Children Violin Teaching Based on Orff Music Teaching Method

Research on the application of vocal music teaching methods and techniques in colleges and universities based on proportional integral differentiation algorithm

Abstract With the continuous development of modern information technology, the combination of intelligent audio processing technology and vocal music teaching has gradually become a research hot spot. In this paper, we first build a vocal music teaching system based on music emotion and instrument recognition, optimize the support vector machine using the PSO algorithm, construct the music emotion recognition and instrument recognition method based on SVM, and control and optimize the vocal music teaching system through multi-objective proportional integral differentiation algorithm. Through the comparison experiments of different models of music emotion recognition and musical instrument recognition, the performance of music emotion recognition and musical instrument recognition of this paper’s model is explored. Then, the application effect analysis of the vocal music teaching system is carried out. The results show that the SVM model optimized by PSO has a more satisfactory effect on music emotion recognition, with a recognition accuracy 16.67% higher than the comparison model and an average adaptability of 70%–90%. In addition, this model has a higher instrument recognition rate of 18.17% and 7.45% compared to the other two models. After using the vocal teaching system, 63.04% of the students thought that it could promote learning, 47.83% of the student’s classroom interest increased, and more than 70% of the students were more satisfied with its functions. In this paper, the vocal teaching system can be applied to college vocal teaching to promote the improvement of the vocal teaching effect.

The Localization Practice and Promotion of Orff Music Teaching Method in China

The Localization Practice and Promotion of Orff Music Teaching Method in China

Exploring the Diversified Development of Vocal Music Teaching Methods in Colleges and Universities Combined with Multi-Priority Dynamic Threshold Algorithm

Abstract Enhancing the integration of modern information technology with educational practices, particularly in the vocal classroom, is crucial for improving academic quality. This paper presents an optimization method aimed at addressing the limitations of the existing multi-priority dynamic threshold algorithm. The specific performance is as follows: first, on the original basis of the PDT-RED algorithm, the expected cache utilization is set to ensure the utilization of the buffer. The optimized OPDT-RED algorithm should be used to ensure that the data frame is received with a high probability. Then, according to the channel environment, the dynamic fullness threshold was adjusted, which improved the performance of the highest priority queue with a high transmission success rate. Lastly, the measurements of vocal characteristic parameters like pitch, rhythm, beat, melody, and others. The goal was to create a complete evaluation network model for vocal teaching, which was applied to actual cases. The model’s performance and its effectiveness were evaluated. After testing, the subjects’ vocal rhythmic tempo was below 60, while the range of the sample repertoire was between 60 and 90, presenting two different forms of expression. The model proposed in this paper has the optimal effect on the enhancement of expressive movements while singing; 15.33% of the students improved by two notches, and the vocal teaching model designed in this paper has a very good effect on vocal enhancement.

Preliminary Study on Enhancing Students’ Sight Singing and Ear Training Abilities through the Integration of Kodaly Teaching Method and Chinese Folk Songs

This study examines the effectiveness of the Kodály teaching method in enhancing students’ sight singing and ear training abilities. The experimental design involves a controlled intervention study with high school music students randomly assigned to either a Kodály-inspired instruction group or a control group receiving conventional music education methods. Results indicate that the Kodály teaching method positively impacts pitch recognition, melody interpretation, and rhythm comprehension. The study contributes valuable insights to the field of music education and highlights the importance of a holistic approach to music learning. Implications for future research and practical applications are discussed.

Construction of college music information teaching mode under the background of Internet

Abstract The traditional music teaching method in the informationization era has been difficult to adapt to the needs of modern teaching and must be reformed in the direction of informationization. In this paper, based on the closure, inflection point and outer enclosing box features of the stroke line element, the recognition of handwritten notes is carried out from the three categories of straight line segments, folded line segments and quadratic curves. Meanwhile, for the binarized music score image, the multi-directional LBP features for spectral line detection are improved, and the computation method of multi-scale spectral line detection LBP features is established. The Manhattan distance is used to evaluate and select the features, which are inputted into XGBoost for classification and recognition training based on the statistical distribution characteristics of the features. Note recognition and spectral line recognition are applied to college music teaching, and the effectiveness of teaching is explored. In the rhythm-recognition path, the recognition teaching based on multi-scale and multi-directional LBP features led to an increase in students’ mastery of the musical score by 2.8 and in the phrasing and segmentation path by 3.5. Informational teaching led to a deepening of students’ mastery of the notes and musical scores.

RETRACTED: Vocal music teaching method using fuzzy logic approach for musical performance evaluation

This article has been retracted. A retraction notice can be found at https://doi.org/10.3233/JIFS-219433.

Research on the Application of "Internet Plus" and Artificial Intelligence in Middle School Music Teaching

With the gradual development of "Internet plus" and artificial intelligence technology, educational and teaching means are becoming more and more abundant. The author conducts in-depth analysis by analyzing the current situation of music education in middle schools and the development of internet education technology, and proposes optimization suggestions. Through the research, the "Internet plus" technology has a positive role in promoting the innovation of teaching methods in music education in middle schools, improving students' interest in learning, and enriching teaching content.

Research on Teaching Reform of Music Teaching Method Course for Music Education Major in Colleges and Universities

Research on Teaching Reform of Music Teaching Method Course for Music Education Major in Colleges and Universities

탐구기반 학습(IBL)을 통한 음악중심 STEAM 교육 프로그램이 예비유아교사의 자기주도학습능력, 음악내용지식 및 음악교수효능감에 미치는 영향

The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.

Investigating the psychological intervention effect of music teachers’ teaching methods on posttraumatic stress disorder patients

BackgroundPatients with Post-Traumatic Stress Disorder (PTSD) suffer from mental illnesses as a result of certain psychological stimuli. The recipient’s psychology is somewhat regulated by music education as an art form, and the efficiency of psychological regulation is also influenced by the educational methods used. As a result, people with post-traumatic stress disorder may benefit psychologically from music therapy.Subjects and Methods In order to explore the impact of different music teaching methods on the psychological intervention effect of patients with post-traumatic stress disorder, this study selected 150 patients with post-traumatic stress disorder and randomly divided them into three groups on average. The first group is a blank group, which does not receive any form of music education. The second group is the online teaching group, which accepts online music education and teaching. The third group is the offline teaching group, which receives offline music education and teaching. The treatment effect is analyzed by using the Psychological Resilience Scale (CD-RISC).ResultsThe CD-RISC scores for the blank group, online group, and offline group were 40.26 ± 2.89, 41.06 ± 1.52, and 40.53 ± 1.26, respectively. After receiving different forms of music education, the CD-RISC scores of the blank group, online group, and offline group were 41.83 ± 1.42, 68.46 ± 3.26, and 75.26 ± 2.55, respectively.ConclusionsBoth online and offline music teaching methods can improve the psychological state of patients with post-traumatic stress disorder, and offline teaching methods have better improvement effects.

Ghanaian collegiate music students who play brass instruments’ music education experiences at the pre-tertiary level

In this qualitative study, we share the musical experiences of seven Ghanaian university music students who primarily play a brass instrument in a university band. The purpose of this study is to illuminate these students’ musical experiences during their pre-tertiary years to better understand what those experiences were and how they impacted their current musical abilities and understandings. The research questions for this study are: What were the formal musical experiences of Ghanaian university music majors who play Western-style brass instruments before entering university? What music teaching and learning methods did they experience prior to entering university? Who were the people who taught them music prior to entering university? Findings indicate that musical spaces were mostly outside of the regular school curriculum, including extra-curricular school regimental bands, church brigades, and town bands. Music learning was non-sequential throughout students’ pre-tertiary experiences. Lack of access to instruments outside of rehearsals was a barrier to individual practice. Participants showed a lack of clarity about their music teachers’ credentials, experience, and backgrounds but their answers suggest that professional development and training programs for teachers would be beneficial. It is recommended that Ghanaian brass band music education is restructured in places where it already exists and where pre-tertiary students choose to play, to include more comprehensive and sequential instrumental music education.

Trends in Informatization of Electronic Music Composition Data in the Context of Distance Education

INTRODUCTION: With the development of information technology in education, many educational institutions and companies have flocked to the emerging online education market. MOOC is a new method of e-learning that has changed the world and significantly impacted the educational community.OBJECTIVES: This paper aims to present typical features for developing an online music education platform using MOOC music, AI-based music learning software, and interactive real-time music learning.METHODS: This paper discusses different models of music teaching methods and pedagogy and summarizes the advantages and disadvantages of such models.RESULTS: Online music education is an internet technology that fully uses the Internet right to organize good music education.CONCLUSION: Based on the characteristics and content of music education, this paper presents possible suggestions for the sustainable and healthy development of new data and information models for music education on the Internet in the future.

The construction of a localized teaching model of the Orff music teaching method based on big data analysis

Abstract In the era of the big information wave and rapid development of economic globalization, the traditional music teaching mode in China has failed to completely develop the times. Here focuses on constructing a localized teaching mode of the Orff music teaching method in the case of cloud information analysis, firstly, understanding the definition of cloud information, using the MOOC platform design and offline traditional Orff music teaching method to build the localized teaching mode. The system is designed with SSH structure as the framework and BP-related calculation methods, with basic theory as the key point adopted by related calculation method, implementation process adopted for break-in effect inspiring rules for evaluating the actual use, analyzing the accuracy and stability of the three algorithms through experiments of three cases, and the final from experimental analysis accuracy of BP neural network algorithm is between 77% and 86%, which is higher than the accuracy and stability of the other two algorithms. Furthermore, stability is high, thus building a set of localized and innovative teaching models suitable for Chinese music education, which is conducive to improving students’ aesthetic and artistic level and bringing Chinese music to the world stage.

Seeking alternatives in music education: The effects of mobile technologies on students’ achievement in basic music theory

This study aimed to investigate the effect of mobile technology with music education content that supports basic music theory teaching on secondary school students’ achievement levels and learning. The study was carried out using a mixed-methods sequential explanatory design on sixth-grade secondary school students studying in Turkey (experimental group n = 43 and control group n = 40). The experimental group students attended an 8-week music lesson prepared through mobile technologies called NoteWorks (the names of the tunes, the letter notation, and their positions on the piano), Rhythm Cat (rhythm studies), GarageBand (arrangement studies), and Kids Piano (playing the melody by remembering). Basic music theory subjects were taught to the control group using traditional music teaching methods. Quantitative data showed that the music lesson activities developed and enriched with mobile technologies created a significant difference in the students in the experimental group’s basic music theory subjects’ achievement test scores. Post-intervention assessments (semi-structured interviews) increased students’ motivation levels, willingness to study outside the classroom, communication, musical development, and willingness to participate in the lesson. The research concludes with several recommendations and highlights points that need further attention in mobile technology research.

Retracted: Interactive Music Teaching Method Based on Big Data and Cloud Computing

Retracted: Interactive Music Teaching Method Based on Big Data and Cloud Computing

Comparative analysis of music education methods: traditional and innovative approaches

Comparative analysis of music education methods: traditional and innovative approaches

Performing Music Research: Methods in Music Education, Psychology and Performance Science by Aaron Williamon, Jane Ginsborg, Rosie Perkins, and George Waddell. (Book)

Performing Music Research: Methods in Music Education, Psychology and Performance Science by Aaron Williamon, Jane Ginsborg, Rosie Perkins, and George Waddell. (Book)