An Empirical Study Of Music Cognizance Development Under The Different Teaching Methods’ Intervention

This paper aims to provide the frontline teachers with specific and feasible solutions,based on not only the research results of four general music education related theories, which are multiple intelligences, music cognizance,practical teaching methods and music juvenile education, but also the current situation of our country and the requirement of the education development in combine. And then it brings up a hypothesis, which assumed that, using the recorder from the middle grade of kindergarten, will contribute to the development of children’s music cognizance, so that children will get more comprehensive and complete development. As the outcome of a systemic design, the Curwen Gestures was selected as the control variables. And with all the experimentations, measurements, observations and other methods, it has been verified that the hypothesis were basically true. The main results in detail are as follows: 1, Children who use the Recorder are obviously better than those children who use the Curwen Gestures on music cognizance development. 2, Children who use the Recorder are obviously better than those children who use the Curwen Gestures on the pitch and duration cognizance development.3, Children who use the Curwen Gestures are slightly better than those children who use the Recorder on the instrument timbre development. This study has certain timeliness in guiding the better development of children’s music teaching field. Meanwhile, it fills the blank of the children’s instrumental music teaching research field.