Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Study on the Application of Pronunciation Training in Vocal Music Teaching in Colleges and Universities

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Study on the Application of Pronunciation Training in Vocal Music Teaching in Colleges and Universities

Article excerpt

Colleges and universities are the base of training high-level talents. At present, the demand for talents has changed from simply paying attention to skills to all-round development. In this context, many colleges and universities introduce art education into normal teaching process. Vocal music education is an important part of art education in colleges and universities (Baker & Cohen, 2016; Raphael, 1991). Since vocal music education was introduced into college teaching, many experts and scholars have discussed how to more effectively integrate vocal music education into other teaching in order to achieve good results. However, in addition to the specialized art colleges, teaching methods of vocal music education have not yet formed a fixed pattern and its effect is barely satisfactory (Stegemöller, Skoe, Nicol, Warrier & Kraus, 2008; Vallet, Loubaton, & Mestre, 2016; Cevasco, 2008; Rykar, 2001).

What is thought-provoking is why vocal music education can be advanced well in art colleges but it is difficult to achieve the expected results in other colleges and universities. For this problem, part of studies hold that vocal music training is different from musical edification and need to have a certain basis of music theory and pronunciation (Webb, 2007; Bourret, Vollmer, & Rapp, 2013). The lack of necessary knowledge reserves doesn't stimulate interest and even makes it more difficult to achieve results (Bele, 2005). On the basis of this cognition, this study introduces pronunciation training as the necessary basis of vocal music education into college teaching, probes into the change of teaching effect after the introduction of pronunciation training, and provides suggestions for the further reform of vocal music teaching in colleges and universities.

Status quo of vocal music education in colleges and universities

Firstly, this study investigates the practical problems in the vocal music training in colleges and universities in China in order to put forward some suggestions on the improvement direction of vocal music education in colleges and universities. For convenience, the study mainly selects 25 colleges and universities in Shanghai and Beijing to carry out the vocal music education investigation, and all the selected colleges and universities have set up the vocal music education curriculum. The survey is conducted in the form of questionnaire. 150 questionnaires are sent out to each university. 3,750 questionnaires are sent out and 3,217 are collected, and the effective questionnaire rate is 85.79%. Figure 1 and Figure 2 show the statistics of the satisfaction with vocal music education mode and vocal music teaching effect in colleges and universities respectively.

It can be found that the ways of vocal music education in China can be divided into three categories: music appreciation, chorus training and theory learning. There are 9 colleges and universities adopting music appreciation teaching, 3 colleges adopting chorus training teaching, and 13 colleges adopting vocal music theory learning teaching. It is found that the most important vocal music teaching method in colleges and universities is pure theory teaching. However, the music theory of colleges and universities in China focuses on the history of music development and the differences between different music schools instead of teaching specific pronunciation or vocal music practice to students. According to the satisfaction degree of vocal music education, among 3,217 questionnaires, 251 (7.8%) are satisfied, 312 (9.7%) are basically satisfied, 1,480 (46.01%) are general, 675 (20.98%) are dissatisfied, and 499 (15.51%) are very dissatisfied. The results show that only 17.50% of the results are satisfied or basically satisfied, and the ratio is very low. The following figure shows the reasons for the dissatisfaction of vocal music teaching according to the questionnaires. The proportion distribution is lack of basic knowledge (33. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.