Research on the Application of Piano Improvisational Accompaniment in Vocal Music Teaching-From the Perspective of Music Education Practice

DOI: https://doi.org/10.62517/jhet.202615243

Author(s)

Kaihua Li*

Affiliation(s)

Philippine Christian University, Manila, 1004, Philippines *Corresponding Author

Abstract

Against the backdrop of aesthetic education reform in schools and the practical development of music curricula, vocal music teaching is shifting from single vocal technique training to comprehensive cultivation of technical proficiency, musical understanding, emotional expression and collaborative competence. With its flexibility in harmonic configuration, texture organization, rhythmic support and mood creation, piano improvisational accompaniment effectively bridges vocal technique training and musical expression development. Based on literature analysis and practical experience in music education, this paper explores the functional positioning, mechanism of action, practical problems and optimization strategies of piano improvisational accompaniment in vocal music teaching. The research concludes that piano improvisational accompaniment serves three core roles in vocal music teaching: first, it provides students with auditory references for intonation, rhythm, breathing and phrase structure, enhancing singing stability; second, it deepens students’ perception of musical style and emotional expression through variations in timbre, dynamics, tempo flexibility and accompaniment texture; third, it fosters a dynamic cycle of accompaniment, singing and feedback in teacher-student interaction, boosting classroom engagement and collaborative awareness. Current practice still faces challenges such as teachers’ insufficient comprehensive capabilities, formulaic accompaniment patterns, weak alignment between curriculum objectives and accompaniment application, limited differentiated support for students, and imperfect evaluation mechanisms. In response, this paper proposes strengthening the cultivation of teachers’ integrated competence in improvisational accompaniment and vocal music teaching, constructing a blended teaching process, implementing layered accompaniment strategies, and improving accompaniment resource libraries and process-oriented evaluation systems. This study aims to provide a theoretical framework and practical reference for the improvement of vocal music classroom teaching and subsequent empirical research.

Keywords

Piano Improvisational Accompaniment; Vocal Music Teaching; Music Education; Classroom Interaction; Emotional Expression

References

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