Exploring the Implementation Pathways of "Singing Game" Activities in Lower Primary Music Education

Abstract

The "singing game" activity holds a significant place in lower primary music classes. Its introduction can change traditional didactic teaching methods. However, some novice teachers lack a thorough understanding of the pedagogical philosophy behind the "singing game" activity. This paper, from the perspective of embodied cognition theory, analyzes the essence of the "singing game" activity and its four key characteristics - movement, play, performance, and creativity. It also examines the current status of these activities and proposes more detailed teaching methods, including rhythmic movement, gaming, role-playing, and group activities.