音乐会视频是欣赏教学的“最佳”媒介?——来自音乐专业与非音乐专业学生的音乐情绪知觉分析

Is Concert Video the "Optimal" Medium for Music Appreciation Teaching?——A Study on Music Emotion Perception among Music and Non-music Major Students

在音乐审美欣赏教学中,经常使用音乐会音频、音乐会视频或者影视音乐视频材料作为欣赏的教学媒介。依据情绪二维模型,以这三种音乐呈现方式的片段作为实验刺激,考察音乐专业组与非音乐专业组被试对三种刺激类型的音乐情绪效价和唤醒度的知觉评定差异。研究结果发现,音乐会视频效价的评定显著大于音乐音频与影视音乐视频;非音乐专业组在情绪效价和唤醒度的知觉评定上显著大于音乐专业组;对于非音乐专业组来说,影视音乐视频的唤醒度知觉评定显著大于音乐会视频与音乐音频,但音乐专业组对三种音乐呈现方式的唤醒度知觉评定没有显著差异。该结果表明,在教学过程中,我们应该因材施教,对音乐专业学生与非音乐专业学生应采用不同的教学媒介与手段进行音乐欣赏教学,提高音乐欣赏教学的效率,提升音乐审美效应。

In the teaching of music aesthetics appreciation,concert audios,concert videos,or music videos are frequently employed as instructional media for appreciation.This study employed a two-dimensional model of emotions to examine the perceived variances in emotional valence and arousal levels among participants in the music major group and non-music major group,using excerpts from these three types of music presentations as experimental stimuli.The research findings revealed a significant disparity in the perceived valence between concert videos and music audios or music videos,with concert videos yielding higher perceived valence.Additionally,the non-music major group exhibited significantly higher perceived valence and arousal levels compared to the music major group.Within the non-music major group,music videos were perceived to have significantly higher arousal levels than concert videos and music audios;however,no significant differences in perceived arousal levels were observed among the three types of music presentation for the music major group.These results suggest the necessity of tailoring instructional methods to different students in the teaching process,utilizing distinct instructional media and approaches for music appreciation between music majors and non-music majors,thus enhancing the efficiency of music appreciation instruction and improving the aesthetic effects of music.