Research and Analysis of Vocal Music Teaching Practice in Universities Based on the Concept of STEAM Education

DOI

10.2991/978-2-38476-094-7_35How to use a DOI?

Keywords

General music education; Vocal teaching; Teaching practice; Steam education

Abstract

As China’s comprehensive national power continues to grow, the need to enhance the soft power of culture is also on the rise. The development of cultural soft power is the main theme of the current era, and focusing on the cultivation of innovative talents and promoting the all-round development of students is one of the important ways to enhance the country’s cultural soft power. STEAM education has been introduced to China from abroad for more than a decade since 2007. STEAM education is the integration of science, technology, engineering, art and mathematics disciplines, emphasising the breaking down of disciplinary barriers, building interdisciplinary thinking and developing innovative skills. To date, STEAM education has been introduced and although some success has been achieved, there are still shortcomings in the process of development. Further research is needed on how to integrate STEAM education concepts into the field of music education. In this paper, we use the literature research method, survey method and interview method to study the integration of STEAM education and STEAM education concept into the junior high school music classroom, taking Secondary School Y in County X, which is an early adopter of STEAM curriculum in schools in Province G, as an example. On the theoretical basis of literature collection, a questionnaire survey was conducted with school teachers and students. Through collating and analysing the design of music teaching examples with STEAM education concept, it was concluded that STEAM music classroom has advantages over traditional music classroom in terms of subject integration, unity and collaboration, and innovation. In the text, students’ STEAM literacy: practical cognition, interpersonal interaction and integrated impact are used as the objectives of the music curriculum; the eight links of creating a situation, asking questions, feeling and appreciating, cooperating and exploring, sharing and communicating, expressing and creating, summarising and concluding, and expanding and extending are used as the music teaching process; the 5C model of 21st century core literacy and music core literacy: cultural understanding and transmission, critical thinking, creative literacy, communication literacy, cooperation literacy, aesthetic perception and artistic expression are used as the music teaching assessment.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ji Lu
PY  - 2023
DA  - 2023/08/29
TI  - Research and Analysis of Vocal Music Teaching Practice in Universities Based on the Concept of STEAM Education
BT  - Proceedings of the 4th International Conference on Language, Art and Cultural Exchange (ICLACE 2023)
PB  - Atlantis Press
SP  - 283
EP  - 289
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-094-7_35
DO  - 10.2991/978-2-38476-094-7_35
ID  - Lu2023
ER  -