A Study Of Parent-Child Music Education From The Vision Of Symbolic Interactionism

Aiming to improve communications between multi-subjects, including children themselves, their parents and instructors, and music symbols in Parent-Child Music Education practice, to realize the transformation of parents'awareness about Parent-Child Music Education from spontaneity to consciousness, and to enhance rationality and scientificity of Parent-Child Music Education programme on supervision and application, this thesis focuses on MusikGarten's Parent-Child Music Education Research, and employs Literature Study Method, Descriptive study Method, Observation Method, and Survey Research Method, with the theory of George Herbert Mead's Symbolic Interactionism to analyze existing problems on these phenomena. Moreover, through the observation and analysis of the important role of music symbol in the Parent-Child Music Educational practice, this thesis points out the current Parent-Child Music Education achievements and deficiencies, so as to inspire innovation and exploration of Parent-Child Music Education.This thesis is divided into three parts: introduction main body, and the conclusion. The introduction part deals with the development of this study, research methods and significance. The body part includes three chapters. Chapter One sketches related theories of Symbolic Interactionism and Parent-Child Music Education, and introduces the functions of Parent-Child Music Education. Chapter Two introduces the MusikGarten and describes the author's real-time observation, research and interview. Chapter Three, according to Symbolic Interactionism, analyzes the multi-interaction of multi-object in MusikGarten Parent-Child Music Education, explores the influence of Parent-Child Music Education on parents and children under this circumstance, and summarizes the characteristics of Parent-child Music Education. The last part, on the basis of case study and analysis mentioned above, points out the advantages and disadvantages of Parent-Child Music Education philosophy and Practice, as well as the importance and necessity of Symbolic Interactionism in Parent-Child Music Education; then it ends with the discussion of the improvement of Parent-Child Music Education in China, and some personal recommendations about how to construct a scientific and healthy Parent-Child Music Education circumstance.