A Study On The Aesthetic Preference Of Pop Music In Upper Primary School Students

At present, the pop music occupies an important position in pupils' daily life, researches on the present situation of pupils' aesthetic preference of popular music are, however, not enough. The paper summed up the definition of the core concept-aesthetic preference of popular music by sorting through document. On the basis of this concept and with the guidance of theoretical experts as well as professional practitioners, the researcher draw up a questionnaire on high-grade pupils' aesthetic preference of popular music and combined the interview to research high-grade pupils' aesthetic preference of popular music in Nanjing. Based on presentation and analysis of survey data, the result shows some characters of the children' aesthetic preference on pop music:high-grade pupils' aesthetic preference of popular music showed a high group consistency; there is a significant gender difference in the aesthetic preference of the pop music among pupils; the aesthetic preference of urban primary school students' pop music tends to be diversity and novelty, while the suburban primary school students tend to be singleness and traditional; students in grade six on pop music aesthetic preference degree generally higher than students in grade five; pupils' groups have positive aesthetic preference behavior of popular music; 99.34% pupils who prefer pop music have their own favorite pop idol. Then the author analyzes the factors that affect the students' preference for pop music.Combined with the results of the survey and correlation analysis, the author puts forward suggestions on the aesthetic education of music for primary school students: music teachers should keep up with the pace of the times, and constantly improve pop music accomplishment; pupils' favorite pop musical works which have ideological content and artistic quality should be introduced to classroom; according to gender differences, teachers choose popular music for pupils; according to regional differences, teachers select pop music for pupils; teachers cultivate students' consciousness and habits, so that they can initiatively appreciate pop music; teachers should guide students to correctly view pop idol; schools hold campus activities about popular music.