Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 1193-1201 1193 DOI: 10.24205/03276716.2020.361

DESIGN OF MUSIC CURRICULUM AND TEACHING THEORY BASED ON COGNITIVE PSYCHOLOGY

Chiaoting Feng

Abstract Music education can enhance the aesthetic ability and creativity of students, making them all-round talents. This paper firstly reviews the cognitive psychology theories related to music education. Next, the author conducted a questionnaire survey on the current situation of classroom teaching of music from the perspective of cognitive learning theory. The survey results show that the existing mode of music classroom teaching fails to enhance the cognitive abilities of students, and more students prefer music skills to theories. To solve the problem, several countermeasures were presented for music teaching based on cognitive psychology: adjust the focus of college music education, enrich the teaching modes of public music courses, improve the management of music education, and create a campus atmosphere that encourages students to engage in music practices. This research provides a new perspective for classroom teaching of music and promotes the reform of music teaching. Key words: Music Education, Cognitive Psychology Theory, Music Teaching, Teaching Theory. Received: 24-02-19 | Accepted: 25-07-19

INTRODUCTION music teaching in regular colleges at a new starting point. At present, great importance has been In music teaching, different people show attached to quality education in the education field. As an important content of quality different emotions in music teaching as they differ in emotional temperament. Nowadays, the education, music education is an important way music teaching system in many colleges and to cultivate students' music literacy. And college universities is not perfect, requiring the reform music education has gained more and more attention (Düvel, Wolf, & Kopiez, 2017). With the and innovation of educators. In the process of music teaching, teachers should pay special development of music education, cognitive attention to their own education methods, and learning theory is a new teaching idea that is widely recognized by the education community. encourage students in time (Hong, Yeh, & Lee, 2014). This is the only way to enhance students’ Its application in college music teaching has self-confidence and strengthen their courage to become a hot topic among educators, and has go forward. Modern socio-economic achieved sufficient results in practice (Biasutti, 2017). Therefore, we analyze and study the development is fast, and music has a special artistic beauty. The music courses of many music teaching in regular colleges on the basis of colleges and universities have drawn more and cognitive learning theory, with the purpose of more attention. promoting the better and faster development of The current research on music education teaching theories shows that music is an School of Art, East China Jiaotong University, Nanchang important object of cognitive psychology 330013, China. E-Mail: [email protected] research and has been proved to be the form of existence of human wisdom, which shines a light in the direction of music education (Zandén &

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Thorgersen, 2015). Cognitive learning theory is important of genetic epistemology proposed by one of the achievements of cognitive psychology Piaget are “interaction theory” and research. It is basically consistent with the “construction theory”, and the construction viewpoints of cognitive psychology, yet it theory is the core of Piaget’s genetic enriches the research on the learning process on epistemology. the basis of cognitive psychology (Tidemand & Cognitive learning theory is a kind of theory Nielsen, 2017). If music teachers can adjust their that explores the changes of the current own emotions and moods, and improve their situation which are triggered by experiences. It own cognitive evaluations through expected and believes that as the subject of learning, people required regulations in the teaching process, perceive, notice and understand the information better teaching results will be obtained. of the outside world, and divides human learning Cognitive learning theory is the bright light that into information processing process from shows the direction of music education, and is perception, paying attention, memorizing, very enlightening for music courses and teaching understanding to problem solving (Roncaglia- theories. Denissen, Bouwer, & Honing, 2018). It is a actively selective process, so the quality of learning depends on how active the selection is. AN OVERVIEW OF RELEVANT THEORIES OF Learning and learning psychology are analyzed COGNITIVE PSYCHOLOGY IN MUSIC EDUCATION from the perspective of cognitive theory, to reflect the subjective initiative that stimulates Definition and connotation of cognitive theories learning, which includes individual cognitive structure, cognitive ability and non-cognition The so-called cognitive development is (Ananthabhotla & Paradiso, 2018). Emphasizing defined as the ways of thinking about things and external influences and self-development and problems and the performance of abilities along with the increase of age and the changes of strengthening the ability of independent thinking and research of problems can make the environment. Formally formed in the 1960s and learning and learning psychology more mature 1970s, the cognitive learning theory explores the and perfect. In the application in educational law of learning by studying the cognitive process of human beings (Saito & Shintani, 2016). It practice, the importance of students’ independent learning ability in classroom holds that human is the main body of learning teaching shall be established to fully reflect the and can actively learn. At present, the most influential cognitive development theory is the connotation of the cognitive theory. An active learning atmosphere shall be created for college cognitive development theory of Piaget, a music classroom teaching according to the famous child psychologist. Piaget divides content of cognitive theory, to promote the children’s cognitive development into four stages from the development of children’s development of students’ music learning initiative. thinking: The sensorimotor stage, the The theoretical research of Piaget's preoperational stage, the concrete-operational stage, and the formal operational stage. The two cognitivism is shown in Figure 1.

Figure 1. Theoretical research of Piaget's cognitivism

Perceptual computing Maturity and period experience Pre-operational period

Early sensory note select processing mood balance reaction

Specific operation period

Formal social environment operation period Influencing factor

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Main features of Piaget’s cognitive theory nor directly express their biological instinct Piaget's theory has five major theoretical during their growth. features which are widely accepted and heavily cited by the cognitive development community. Inspirational significance of cognitive These features are as follows: psychology to music teaching theories (1) Emphasizing the universality of cognitive Inspired by cognitive psychology, students’ structure development; subjective initiative shall be stimulated to (2) Assumption about the stages of cognitive cultivate their creativity from the psychological development and the sequential order of the point of view in the process of music education. stages; At the same time, favorable music education (3) Explaining the conversion of two stages environment and open music courses shall be and assuming that there is a large amount of created, so as to develop music education and energy in the inference structure; improve the teaching results (Jalil, Habib, & (4) The main purpose of cognitive Shah, 2018). The greatest inspiration of cognitive development research is to obtain a logical psychology for teaching theories is building the structure of inference which is formed in the theories upon the students’ psychology, fields of space, time, contingency, quantity and following the natural development rules of moral judgment; students’ learning, paying attention to the (5) All structures are established during psychological characteristics of different ages childhood. Children try to understand the rather than imposing teachers’ subjective surrounding environment. They neither consciousness upon students just like pulling up passively accept the surrounding environment

Table 1. Main features of Piaget’s cognitive theory

Feelings Perceptions Common point Both belonging to the primary stage of cognitive process, they are the reactions to objective reality, and the responses of human brain to objective things. Perceptions come from feelings. Attributes Individual Overall Differences Basis Physical characteristics of Physical characteristics of objective things, attitudes of objective things the perceiver and his/her knowledge and experience Involving Result of the action of a Result of the combined action of multiple analyzing organs certain analyzing organ organs

Figure 2. The significance of cognitive psychology to music teaching theories

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CHIAOTING FENG 1196 seedlings to help them grow. Students in regular music education in quality education, indirectly colleges and universities are mature in marginalizing music education in quality psychological, cognitive and other abilities. The education. This violates the purpose of quality music education for them should focus on education. The analysis from the perspective of inspiring their subjective consciousness. Once cognitive psychology theory shows that although they can learn music subjectively, they can the music curriculum and practice in colleges explore creativity by their own. and universities are selective, it does not mean From the psychological point of view, that schools can ignore the supply of related cognitive psychology emphasizes students' resources, emphasize the meaning of “learning” awareness and subjective initiative in music but put off the responsibilities of “teaching”. learning, and advocates stimulating students' Colleges and universities should transform awareness and subjective initiative of music existing ideas and concepts, create a good cognitive behaviors from inside to outside for teaching environment for students to learn them to perceive their own music learning music, and strive to get rid of the development ability, learning level and creativity, then to dilemma of music education. explore on their own and develop their creativity (Barchana-Lorand, 2015). The purpose of music Questionnaire preparation and design education itself is to provide students with The questionnaire on the current situation of lifelong interest, literacy, aesthetic ability and to music education classroom teaching consists of spread the music culture. four parts. The first part is about the cultivation The formation of students’ subjective of students’ learning ability through music consciousness helps them to actively perceive education; the second part is about students’ music, explore music and create music, which cognitive ability of classroom teaching; the third brings infinite possibilities for their own music part is about students’ monitoring of classroom ability and music development. Thus, the teaching; and the fourth part is about the views positive role of cognitive psychology can be and opinions of students according to their own clearly seen. actual development needs in combination with The significance of cognitive the current school education models. A total of psychology to music teaching theories is 215 questionnaires in the survey were distributed, 196 were recovered including 186 shown in Figure 2. valid questionnaires, with an effective rate of 86%. This survey can accurately reflect the reality of music education classroom teaching. INVESTIGATION AND ANALYSIS OF THE

CURRENT SITUATION OF MUSIC CLASSROOM Analysis of survey results TEACHING FROM THE PERSPECTIVE OF 1) Survey on students’ cognitive ability COGNITIVE PSYCHOLOGY THEORY As for “the courses that are the most helpful At present, regular colleges and universities in learning music well”, 82% of the students have incorporated music education into the think that piano and vocal music are useful for formal quality education curriculum system. The future study, 12.6% choose education theory current teaching situation has been greatly courses, and 4.6% of them believe that music improved compared with that before the reform education is of no help in study. It can be easily of the education system. However, the seen from the survey (see Table 2) that, most of development of music education in regular the students tend to go overboard on one or colleges and universities still lags far behind some subjects, which requires music teachers to other basic disciplines, which has affected the master appropriate teaching techniques, to overall development of higher education. And stimulate students’ enthusiasm for music students’ music literacy still needs improving. As learning. the objectives of music teaching are ambiguous, 2) Survey on students’ practical operation it can be seen that there is no necessary logical ability in music teaching classroom starting point for the music education theories in The smooth progress of classroom teaching China’s regular colleges and universities, and the benefits from the simple, clear and lively teaching activities have certain blindness, which language expression of the teacher. At the same seriously weakens the value and function of time, modern multimedia teaching plays a

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DESIGN OF MUSIC CURRICULUM AND TEACHING THEORY BASED ON COGNITIVE PSYCHOLOGY 1197 positive role in improving classroom teaching quality and teaching efficiency. The Survey results and analysis effectiveness of a teacher's classroom teaching Through the descriptive analysis of the survey depends to a certain extent on the ability of the sample data, the statistical analysis of the music teacher to organize teaching. The teaching motivation level of the students’ learning in effectiveness can be seen from the “survey on music classroom teaching is shown in Table 5-6: teachers’ teaching ability” (Table 3-4).

Table 2. Survey on preferences for music courses

Number of Question Selection Proportion students Instrumental or vocal music 85 93% Impromptu accompaniment, singing and playing 43 54.7% Most interested courses at the same time, etc. Music education theories 9 9% Music teaching methods 13 11% Music skills 73 84% Courses that are the most helpful in Music teaching methods 16 14.7% learning music well Music education theories 14 13%

Table 3. Survey on the practical operation ability in music teaching

Number of Question Selection Proportion students Good 49 52% Language proficiency in classroom Average 23 25% teaching Not so good 15 17% Very good 5 6% Knowing a little 37 38% Being familiar with a variety of multimedia 26 29% Ability to use multimedia methods Being a bit familiar 22 24.7% Knowing nothing 5 4.8% Good 39 59% Ability to master the classroom Average 27 27% atmosphere Very good 18 19% Not so good 7 9%

Table 4. Survey on teachers’ teaching methods and types of practical activities

Number of Question Selection Proportion students Teaching by the teacher 52 54% Teaching methods of music education Interaction between the teacher and 34 39% teachers students Watching the courseware 19 17% Music skills 49 57% Types of extracurricular practical Music competitions 25 25% activities Classroom teaching practice 16 23% Others 19 21%

Table 5. Statistical analysis of learning motivation in music classroom teaching

Q Average value Standard deviation Variance Internal motivation 265 3.467±0.1479 0.92427 0.953 External motivation 265 3.743±0.1725 0.87239 0.795

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Table 6. Statistical analysis of students’ learning strategies in music classroom teaching

Type of learning strategy item list State of attention Type of instruction Ungrouped item list Grouped item list Mean Standard deviation Mean Standard deviation M 2.03 0.82 2.00 1.05 DF-B 50/50 1.79 0.65 2.03 0.84 S 1.79 0.67 2.13 0.96 M 2.09 1.09 2.45 0.95 B-DF 50/50 2.21 1.03 2.17 0.96 S 2.37 0.87 1.67 0.89

Figure 3. Contrastive analysis of students’ neglect the study of teaching theory knowledge. learning strategies in music education Even some students pay less attention to the learning of music. Teachers should set objectives in music classroom teaching, help guide students to correct their problems found in the process of teaching and correct their learning attitudes, change old teaching concepts, and adopt novel classroom teaching methods to enhance students’ passion for music teaching, so as to improve the quality of music classroom teaching.

Figure 4. Analysis of learning strategies in music classroom teaching

According to the analysis of sample data, the overall learning motivation and learning strategies in music teaching are generally higher than the general level. Seen from the mean of internal motivation and external motivation, students’ external motivation is higher than internal motivation. Next, a detailed statistical analysis of the distribution of the scores of students’ internal motivation and external motivation is carried out through frequency analysis. Figure 3-4 are the histograms of the distribution of the scores of students’ internal motivation and external motivation. From the histograms, it can be seen that the frequency COUNTERMEASURES AND SUGGESTIONS OF distributions of internal and external MUSIC TEACHING PRACTICE FROM THE motivations at average level and above, and very PERSPECTIVE OF COGNITIVE PSYCHOLOGY high and very low internal and external THEORY motivations are all less. Figure 5 is an analysis of Transforming the concept of college music the students’ learning strategies. The education distribution of the impact of music teaching The concept of music education is the guiding learning strategies can be visualized from the factor influencing music teaching, and improving figure. the ideological understanding of music From the above survey, it can be seen that education of school teachers and colleges the cognitive ability structure of students in directly determines the position of music music education teaching is not complete education in the system of higher education. enough. More students prefer music skills, Music education can promote people's creativity

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DESIGN OF MUSIC CURRICULUM AND TEACHING THEORY BASED ON COGNITIVE PSYCHOLOGY 1199 and thinking ability, cultivate students’ noble In addition, it is also possible to construct a personality, and offer students’ a richer life systematic music quality education curriculum perspective to colorize their school life. This system by setting up an open public music education is emotional education and cannot be teaching system, such as combining music replaced by other subjects. It has a positive classroom education with psychology, sociology effect on the balance of intelligence and and computer courses. The openness of the emotion, and the balanced development of IQ public music teaching system is mainly reflected and EQ. Active participation in music activities in the openness of teaching methods, the can help students to develop a confident, openness of teaching content and the openness cheerful and optimistic personality. Music of teaching evaluation. In terms of teaching education in colleges and universities is not to methods, the openness of the whole teaching train musicians or artists, but to promote classroom can be achieved through carrying out students' comprehensive and harmonious situational teaching activities by actively development through music teaching. adopting modern teaching methods rather than Transforming the education concept of music sticking to traditional ones. At present, the music teaching includes changing the ideas of the courses offered in regular colleges and administrators, teachers and students in universities are mainly concentrated on music colleges and universities. The administrators appreciation and theoretical research, which is should pay attention to the impact of music difficult to meet the students’ needs for music education on students’ comprehensive quality, learning. Therefore, the curriculum of music and raise music education to a new height; teaching should be diversified. teachers should have a solid foundation in music theories, change the way of pure skill teaching, Improving the management system of music and pay more attention to edification of music education culture and emotional education; students as In order to obtain better development in learners must realize that music education can music education and teaching in regular colleges improve their comprehensive literacy, give full and universities, the institution building of music play to self-motivation, and construct their own teaching must be strengthened and the overall musical cognitive structure. management level of music education must be improved. Enriching the teaching models of public The concrete implementations are as follows: music courses first, building a networked organization and With the continuous development of public management system, breaking the traditional music education in regular colleges and centralized management mode, fully mobilizing universities, the country has also put forward the enthusiasm of all sides, to ensure complete targeted development requirements and goals in and unified music teaching can proceed in an line with quality education for public art orderly manner; second, implementing scientific education in college quality education. Public music teaching management, carrying out music education plays an important role in targeted teaching activities according to the college education. Public music courses in actual teaching situation and the students’ colleges and universities is the main form of physical and mental development music education. In order to enrich the teaching characteristics, to create a good atmosphere for models of public music courses, efforts should be music classroom learning. made in the content of music education and teaching, and more suitable and diversified Creating a campus atmosphere that music teaching materials should also be facilitates students' independent participation selected. Music education is a step-by-step in music practice process from shallow to deep. The content of Creating a good music atmosphere is an music teaching should be from easy to difficult, effective way to achieve the objectives of college and students’ music basic knowledge should be music education. Students can be motivated to fully considered. Colleges and universities may actively explore through the creation of campus adopt the form of layered teaching to reasonably music environment. Colleges and universities arrange the teaching resources, and select music should actively explore opportunities for materials suitable for learners of different levels. students to participate in music practice

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Figure 5. Countermeasures of music teaching practice from the perspective of cognitive psychology theory

Improve music literacy Transforming the concept of music education in Cultivate students' colleges and universities comprehensive quality of music

Music Enrich the teaching mode Teaching Diversified music materials of public music courses Practice from Music the Perspective education of Cognitive strategy Strengthen the construction of Psychology Improve the management music teaching Theory system of music education Improve the overall management level of music education

Create a campus Creation of campus music atmosphere that environment facilitates students' independent participation Interacting music in music practice practice with other disciplines activities, and create a rich campus culture to expands the thinking space of music classroom nurture students’ music literacy and interest in teaching activities, and also provides a new basis music. The creation of music atmosphere can be for the transformation and transition of practical achieved by holding various music talent teaching. Music teachers have to realize that competitions, through Interdisciplinary students’ needs shall be put at the center to collaboration of music practice with other continuously find ways to improve students’ disciplines, or through exchange and cooperation classroom learning experience, and stimulate with other colleges, and music groups. For the continuous and sufficient learning example, colleges and universities can not only motivation of the learning subjects, and all have their own teachers and students participate strategies, methods, concepts and principles of in New Year’s concerts, but also invite well-known “teaching” shall be applied with the focus on the musicians or music groups to bring students grasp of the characteristics, needs, laws and closer to music. rules of students’ “learning”, and mastered and used flexibly in teaching. Therefore, teaching on the basis of diversified theories mastered CONCLUSION through the analysis of music education This paper analyzes the effectiveness of psychology from the perspective of cognitivism can continuously improve and perfect the quality music classroom teaching-the hot topic that has and taste of music classroom teaching. The always been explored in the educational circles. Psychology is an important theoretical basis for music education in colleges and universities in China still faces some development problems, music education activities. Cognitive learning and the overall level of music literacy of college theory is a learning theory that explores the students needs to be improved. Therefore, it is learning rules by studying human’s cognitive process. Its application in music teaching in necessary for us to reform the music education in colleges and universities, and to study the regular colleges, where students are the main music teaching in colleges and universities from body of music learning and teachers should guide students to engage in active learning, the perspective of cognitive learning theory, which will be of certain practical significance for

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