Excavation to creativity is one of important means in the teaching process. Comprehensive musicianship course is an experimental teaching method, but also a teaching art form in the music education system. Many achiev...Excavation to creativity is one of important means in the teaching process. Comprehensive musicianship course is an experimental teaching method, but also a teaching art form in the music education system. Many achievements have been made to comprehensive musicianship course since the experimental teaching was established in China. The influence scope of comprehensive musicianship course is constantly expanded in the field of social music teaching, and simultaneously its influencing power is also rising. However, it should be implemented in the process of teaching according to the actual circumstances of the primary and secondary school students in China. In the teaching of comprehensive musicianship course, vocal music performance is applied as the main carrier in form and proceeds very rhythmically in the process of the whole time, and also thoughts and emotions are fully reflected by body languages. It starts from the comprehensive learning, and then is gradually promoted between non-major courses in institutions of higher learning and the music teaching in primary/secondary schools, so that a good teaching effect has been obtained. In comprehensive musicianship course, high importance is attached to the improvement of students＇ creativity and innovation ability. In this paper, the enlightenment from comprehensive musicianship course on China＇ s vocal music performance teaching is mainly analyzed.展开更多
In accordance to Langerian aesthetic theory, Mark Campbell （1992） concludes that Cage＇s 4 33＂ （1952） is by no means aesthetic music. I argue the antithesis： Cage＇s 433＂ satisfies Langerian aesthetic theory, a...In accordance to Langerian aesthetic theory, Mark Campbell （1992） concludes that Cage＇s 4 33＂ （1952） is by no means aesthetic music. I argue the antithesis： Cage＇s 433＂ satisfies Langerian aesthetic theory, and is indeed ＂aesthetic＂ music. Cage does something more： he satisfies Langerian aesthetic theory, yet he is not limited by it. He does not simply create music, nor does he offer listeners a musical space. He creates what Gilles Deleuze and Fe1ix Guattari （1987） call a line of becoming that passes between music making and a musical space. In 4 minutes and 33 seconds of silence, Cage presents a sense of emptiness and numbness felt simultaneously with fullness and explosion. In what appears to be stillness, the listener experiences the flux of movement; what appears to be devoid of depth, is filled with complexities. 433＂ embraces chance, uncertainty, and the unknown; it is an experimental process; it is becoming-music in 4 minutes and 33 seconds.展开更多
文摘Excavation to creativity is one of important means in the teaching process. Comprehensive musicianship course is an experimental teaching method, but also a teaching art form in the music education system. Many achievements have been made to comprehensive musicianship course since the experimental teaching was established in China. The influence scope of comprehensive musicianship course is constantly expanded in the field of social music teaching, and simultaneously its influencing power is also rising. However, it should be implemented in the process of teaching according to the actual circumstances of the primary and secondary school students in China. In the teaching of comprehensive musicianship course, vocal music performance is applied as the main carrier in form and proceeds very rhythmically in the process of the whole time, and also thoughts and emotions are fully reflected by body languages. It starts from the comprehensive learning, and then is gradually promoted between non-major courses in institutions of higher learning and the music teaching in primary/secondary schools, so that a good teaching effect has been obtained. In comprehensive musicianship course, high importance is attached to the improvement of students＇ creativity and innovation ability. In this paper, the enlightenment from comprehensive musicianship course on China＇ s vocal music performance teaching is mainly analyzed.
文摘In accordance to Langerian aesthetic theory, Mark Campbell （1992） concludes that Cage＇s 4 33＂ （1952） is by no means aesthetic music. I argue the antithesis： Cage＇s 433＂ satisfies Langerian aesthetic theory, and is indeed ＂aesthetic＂ music. Cage does something more： he satisfies Langerian aesthetic theory, yet he is not limited by it. He does not simply create music, nor does he offer listeners a musical space. He creates what Gilles Deleuze and Fe1ix Guattari （1987） call a line of becoming that passes between music making and a musical space. In 4 minutes and 33 seconds of silence, Cage presents a sense of emptiness and numbness felt simultaneously with fullness and explosion. In what appears to be stillness, the listener experiences the flux of movement; what appears to be devoid of depth, is filled with complexities. 433＂ embraces chance, uncertainty, and the unknown; it is an experimental process; it is becoming-music in 4 minutes and 33 seconds.
