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<p>This paper integrates the learning characteristics of students in music classrooms, focusing on auditory and visual modalities to design a student-centered multimodal music teaching approach. The LMS filter is used to process the noise of traditional music, the constant <italic>Q</italic> transformation is used to specify the pitch, and the traditional music elements are presented visually. Next, we evaluate the combination of modes in the multimodal music teaching classroom and develop a multimodal music teaching program that incorporates traditional music elements. The evaluation of the multimodal music teaching design is based on the degree of integration of conventional music elements and the effectiveness of multimodal teaching. Briefly analyze the integration of conventional music elements in music teaching at the present stage, unite the advantages of the multimodal teaching mode, and put forward the teaching suggestions on the three levels of teaching principles, teaching methods, and teaching resources. In general, students’ acceptance of the integration of traditional music elements is good, and the percentage of auditory and visual modes used in multimodal music teaching is the highest, followed by action and visual modes.</p>
</abstract>

This paper integrates the learning characteristics of students in music classrooms, focusing on auditory and visual modalities to design a student-centered multimodal music teaching approach. The LMS filter is used to process the noise of traditional music, the constant Q transformation is used to specify the pitch, and the traditional music elements are presented visually. Next, we evaluate the combination of modes in the multimodal music teaching classroom and develop a multimodal music teaching program that incorporates traditional music elements. The evaluation of the multimodal music teaching design is based on the degree of integration of conventional music elements and the effectiveness of multimodal teaching. Briefly analyze the integration of conventional music elements in music teaching at the present stage, unite the advantages of the multimodal teaching mode, and put forward the teaching suggestions on the three levels of teaching principles, teaching methods, and teaching resources. In general, students’ acceptance of the integration of traditional music elements is good, and the percentage of auditory and visual modes used in multimodal music teaching is the highest, followed by action and visual modes.

Research on the Integration of Traditional Music Elements into Multimodal Music Teaching Models and Applications

Educational and Scientific School, Zhengzhou Normal University

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

This paper integrates the learning characteristics of students in music classrooms, focusing on auditory and visual modalities to design a student-centered...

Research on the Integration of Traditional Music Elements into Multimodal Music Teaching Models and Applications

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 04 kwi 2024

Przyjęty: 01 lip 2024

DOI: https://doi.org/10.2478/amns-2024-2006

Słowa kluczowe
LMS filter, Auditory modality, Musical elements, Multimodality, Music teaching

© 2024 Ning Li., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research on the Integration of Traditional Music Elements into Multimodal Music Teaching Models and Applications

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 04 kwi 2024

Przyjęty: 01 lip 2024

DOI: https://doi.org/10.2478/amns-2024-2006

Słowa kluczoweLMS filter, Auditory modality, Musical elements, Multimodality, Music teaching

© 2024 Ning Li., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
LMS filter, Auditory modality, Musical elements, Multimodality, Music teaching