Study on the Design of Music Aesthetics Instruction for High School Students based on Synesthesia and Empathy

Abstract

Synesthesia and empathy are two psychological elements that underpin the development of musical aesthetics. They progress in stages and operate synergistically, jointly facilitating the transformation from physical sound to aesthetic meaning. This paper examines the intrinsic characteristics, aesthetic levels, and synergistic logic of synesthesia and empathy. Drawing on psychological theories, it analyzes the psychological characteristics of high school students’ musical aesthetics, which are characterized by a blend of sensibility and rationality, aesthetic openness coupled with reserved expression, and a rich life experience despite limited imagination. Based on students’ learning contexts and the laws of aesthetic perception, this paper proposes a classroom implementation approach featuring multisensory experiences, layered emotional empathy, and a “experience first, interpretation later” approach. Using Unit 16, “Impressionist Music,” from the Renyin Edition of *High School Music Appreciation* as a case study, a teaching activity design is developed, aiming to provide practical and feasible teaching strategies for high school music appreciation classes that balance sensory experiences with emotional insight.