Author(s)

Yang Lili ¹

Affiliation(s)

¹ School of Art, Jingchu University of Technology, Jingmen, Hubei , 448000, China

Corresponding Author

Yang Lili

ABSTRACT

Listening and singing training in solfeggio is particularly important in music learning. Good listening and distinguishing ability can train people to accumulate music vocabulary, remember and perceive the pitch, rhythm, harmony and melody of music, improve people's music accomplishment and cultivate people's spiritual sentiment. Solfeggio has both theoretical and technical characteristics. Classical music works used in solfeggio teaching can greatly enhance students' interest in learning solfeggio lessons, better stimulate students' creativity in the learning process, and cultivate students' ability to feel and understand music. In this regard, according to my own learning experience and teaching experience, the author constructively combines the training of listening and singing in harmony style of classical music works, and develops multi-voice thinking training from the perspective of listening and distinguishing harmony style, which is also the innovation of this research.

KEYWORDS

Classical music works, Solfeggio, Listening and singing training

CITE THIS PAPER

Yang Lili. Listening and Singing Training of Classical Music Works in Solfeggio Teaching. Curriculum and Teaching Methodology (2021) 4: 54-58. DOI: http://dx.doi.org/10.23977/curtm.2021.040609.

REFERENCES

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[3] Xie Xiaodi. (2021). The application of multi-voice thinking training in solfeggio teaching. vol. 2018, no. 4, pp. 128-129.
[4] Xu Jun. (2021). An effective method of hearing training in solfeggio teaching. vol. 2020, no. 1, pp. 195-195.
[5] Zhang Xiaoyan. (2021). Rhythm training in solfeggio teaching. vol. 2011, no. 5, pp. 75-76.
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[7] Ma Shuang. (2021). Thinking of two-part solfeggio in the teaching of solfeggio in higher vocational colleges. vol. 2020, no. 35, pp. 112-113.
[8] Lu Xiangyi. (2019). Hearing cultivation of pitch training in solfeggio teaching. Northern Music, vol. 39, no. 11, pp. 2.

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