Practical Problems, Teaching Strategies and Educational Values of Integrating Piano Improvisation Accompaniment into Vocal Music Training for Music Education Majors

DOI: https://doi.org/10.62517/jhve.202616210

Author(s)

Kaihua Li*

Affiliation(s)

Philippine Christian University, Manila, Philippine *Corresponding Author

Abstract

The music education major undertakes the task of cultivating primary and secondary school music teachers. Its curriculum construction should not stay at single-skill training but respond to the practical needs of composite capabilities in primary and secondary school music classrooms. Integrating piano improvisation accompaniment into vocal music training takes song learning and teaching application as the link to promote students to establish internal connections among singing, listening, harmony, keyboard performance, musical expression and teaching transformation. Based on literature analysis and induction of teaching situations, this paper sorts out the existing problems in current integrated teaching, such as separated curriculum objectives, differences in students' foundations, fragmented teaching contents, single teaching methods, backward evaluation mechanisms and insufficient teacher collaboration; puts forward teaching strategies including objective reconstruction, content integration, task-driven approach, layered teaching, teacher collaboration, diversified evaluation and practical transfer; and explains its educational values from the dimensions of musical expressiveness, teaching practice ability, comprehensive music literacy, cooperative awareness, aesthetic education and ideological and political education in courses.

Keywords

Music Education Major; Vocal Music Training; Piano Improvisation Accompaniment; Curriculum Integration; Teaching Strategies; Educational Values

References

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