A Survey On The Pedagogical Practices Of The Course Analysis And Writing About Homophonic And Polyphonic Music

The Course Analysis and Writing about Homophonic and Polyphonic music wasspecially designed according to “National curriculum guidelines for undergraduates majoringin musicology (teacher education)” and “National guidelines for the teaching and learning ofcompulsory courses for undergraduates majoring in musicology (teacher education)”respectively promulgated by China’s Education Ministry in2004and2006for a more smoothtransition between elementary and higher music education and cultivation of music teacherswith better qualities and professional skills in full-time compulsory music education andnational general music education. This course endeavors, both theoretically and practically, tocombine as a whole polyphony, harmony, musical form and orchestration in traditional musiccomposition theory courses.The present study investigates the pedagogical practices of all the four subjects containedin the course after the promulgation of “National curriculum guidelines for undergraduatesmajoring in musicology (teacher education)” and “National guidelines for the teaching andlearning of compulsory courses for undergraduates majoring in musicology (teachereducation)”. Data on teaching and learning practices of polyphony, harmony, musical formand orchestration in the Music Department of four universities in Shanxi Province werecollected by means of questionnaires, interviews, classroom observance.This thesis starts from the theoretical concepts of “aim, goal, courses, teaching andlearning” and tries to analyze the problems and attributes of the goals, contents, methods,process and assessment of the teaching and learning by comparing them with the courseorientation of Analysis and Writing about Homophonic and Polyphonic music and arouse theattention of the teachers of higher music education into the discussion of the very course. Theauthor believes that an ideal course results from the pedagogical practices.