High School Musical Aesthetic Psychology And Music Appreciation Teaching

Based on the Music Aesthetic Psychology, The Theory of Music Teaching Knowledge and the Music Esthetics, by researching the characteristic of the senior high school students' music aesthetic psychology and the primary practice of the teaching of Music Appreciation, this thesis explores a cultivate method, which begins with the students' music culture, leads the senior high school students to the Chinese and foreign countries' classic music gradually, finally make them achieve an advanced esthetics step by step. The purpose is to make the teaching of the music aesthetic essentially carry out.Following the methodology used by the action research, the data from existing literature, surveys and interviews are collected, and observations of the music aesthetics teaching in natural settings are conducted. Through a series of descriptions, analyses and comparisons, this study seeks to explore the ways from which senior high school students' music aesthetic ability can be cultivated. This research consists of three chapters as below:Chapter one: Based on the core ideas taken from the senior high school music education, especially the music aesthetics education, the importance and ways of fostering students' music aesthetic ability are discussed. The paper further addresses issues concerning music aesthetics education and music aesthetic psychology. The significance of examining music aesthetic psychology to music aesthetics education is then explained.Chapter two: Elements that feature senior high school students' music aesthetics are analyzed, which include music aesthetic attention, music aesthetic imagination, music aesthetic understanding and emotions as well as individual mentality of music aesthetics. Factors that may influence the aesthetic development among senior high school students are examined. The biological and psychological characteristics of senior high school students, their life styles, and the social environment are taken into account.Chapter three: The issue of how senior high school students' music aesthetic ability may be developed through the actual music aesthetic education is examined. The discussion involves how various music aesthetic activities can help train high school students' feeling of sound, explore their emotional experiences, inspire their imagination, and improve their understanding of music.