A Study On The Impact Of Ritual Music, String Music And Four-stringed Harp In The Classroom On Primary School Students' Cultural Identit

Excellent traditional culture is the foundation for the inheritance and development of a nation and a people,and Chinese traditional music culture is unique among excellent traditional cultures.In the context of globalization,challenges and opportunities go hand in hand,and while Chinese culture has revealed its inherent vitality and humanistic values in the process of spreading and colliding with global culture,it is also facing the impact of foreign ideas and culture.The contemporary value of Chinese traditional culture needs to be recognized and created,and students are the main force in the inheritance and creation of contemporary cultural values,so we need to pay attention to students’ understanding of Chinese culture and their recognition of traditional culture in the learning process.The instrument itself is the carrier of culture,so how to make the classroom instrument teaching out of the shackles of emphasizing technical training and seamlessly connect to the elementary school music classroom,we have to start from the instrument itself and the teaching system.The instrument is a plucked instrument developed in 2016,and it has established a unique curriculum based on traditional culture as its core content,which not only provides a new style for the music classroom,but also deepens students’ understanding of traditional culture.Chapter 1 introduces the theoretical concepts and the basic information of the research object.The first section focuses on cultural identity and other related theories,first discussing the relationship between music and cultural identity,then making a discussion on the relationship between music education and cultural identity and cultural heritage,and finally elaborating the importance of the heritage of good culture implemented at the elementary education level.The second section mainly introduces the current development of the object of study,the ritual stringed ukulele.The third section mainly outlines the three important dimensions of cultural identity and the relationship between them.Chapter 2 compares the students’ pre and post-acquisition of the ritual stringed ukulele to investigate whether the practice of the instrument has an impact on the cultural identity of elementary school students.The first stage is the pre-study preparation,including the identification of the research subjects,research methods,and research plan;the second stage is the survey implementation,which involves the development of a ritual music and string song ukulele intervention curriculum,data collection during the survey,and the preparation of statistical testing instruments;the third stage is the data presentation,which involves quantitative analysis using paired t-tests,qualitative analysis of the data from interviews and classroom observations,and the presentation of the results.The third stage is the presentation of the results using quantitative analysis with paired t-tests,qualitative analysis for the interviews,and classroom observations.Chapter 3 is an analysis of the factors that influence elementary school students’ cultural identity in classroom teaching of the ritual string song ukulele,which focuses on three dimensions: affective,cognitive,and behavioral.The first factor is the affective level,where "breaking" and "force" become important links under the interference of popular culture.The second factor is the cognitive level,in order to achieve efficient cognitive input,it is necessary to deconstruct the stereotypes of self-identity,reconstruct cognition,and strengthen cognition by combining teaching practices.The third factor is at the behavioral level,where the emotional and cognitive dimensions are closely linked and also determine the behavioral orientation,which can be observed in two scenes: the inner scene tests the teacher’s teaching and guidance;the outer scene is a compatible scene of solitude and otherness constructed by the students outside the classroom,which constitutes a transmission chain of educational empowerment in the inner and outer scenes,thus advancing the students’ cultural identification with the nation.Chapter 4 brings a new perspective to the teaching practice based on the study of the cultural identity impact of the ritual string song ukulele.From the viewpoint of the psychological flow of cultural identity,a new idea of instrumental music teaching is combined with ABC low-intervention hierarchy,which takes instrumental music cognition as the starting point,catalyzes behavior,enhances cultural identity emotion,and finally consolidates the cognition of traditional culture and leads to cultural integration.In terms of the focus of teaching,whether the teaching implementer can achieve a shift in focus from child development to the study of children’s aesthetic development through the combination of traditional culture and instrumental music teaching is the key kernel of aesthetic education teaching.From the perspective of cultural integration,if teachers guide students to set aside the instinctive comparison and judgment of immediate cultural types,they can facilitate the effective interface between subcultures and traditional music culture,thus reaching a bridging of differences.