Application And Comparative Study Of Three Main Foreign Music Educational System In Solfeggio Teaching

The Orff, Kodaly and Dalcroze music educational systems have drawn extensiveattention of worldwide music educators and scholars. Though the evolution anddevelopment of these three main music educational systems show distinctcharacteristics of their times and features of their national traditional culture, all of themare supported by similar specific theoretical basis of psychology, sociology andphilosophy. They all highlight “people-oriented” and “music-centered” educationalthoughts via acceptant educational means. In addition, all the three educational systemsare inclusive in ideas and methods. The research aims to propose personal viewpointsand insights for the development of solfeggio teaching theory and methods. For thispurpose, the theoretical origin, core concept and spiritual connotation of the threeeducational systems are systematically and comparatively investigated. Thereapplications in solfeggio teaching are extensively explored and discussed.The thesis comprises three main parts. The introduction part has elaborated theresearch objectives and contents, research overviews and development tendency andapplication prospect and academic merits. The next part is the three educational systemsand solfeggio teaching. This part has discussed the essence and intention of the threeeducational systems and their applications in solfeggio teaching in view of their idealquintessence, teaching principle, basic implement methods and so on. The key teachingunits and methods in solfeggio teaching such as rhythm, melody, reading and writingmusic, auditory training etc. have also been discussed, aiming at constructing teachingregulations with intrinsic music value orientation. Based on the practical applicationanalysis of the three educational systems in solfeggio teaching, the objective laws forsolfeggio teaching are revealed to improve the national traditional teaching mode ofsolfeggio which shows demerits of unitary and isolated solfeggio skill training. The lastpart has comparatively studied the three music educational systems in terms of teachingsystem characteristic, music function, learning method and so on. Furthermore, theinspiration of them for the improvement of national solfeggio teaching has beendiscussed.