The Application of Action Research in Elementary School Choral Instruction
Taking “A Joyful Dream” as an example
DOI:
https://doi.org/10.54097/3ygmhf82Keywords:
Action Research, Elementary School Choral Instruction, Embodied Cognition, “A Joyful Dream”Abstract
In elementary school music education, choral instruction serves as a major learning task and carries an important mission. It is not only a key pathway for cultivating students’ musical literacy and teamwork skills but also an essential component for developing their thinking and expressive abilities. However, in actual teaching practice, because choral singing presents a certain degree of difficulty for students, educators often face challenges such as difficulty in maintaining pitch accuracy, difficulties in part coordination, and low student engagement. Therefore, this paper takes “A Joyful Dream”-a choral piece from the first semester of the fourth-grade music textbook (Renyin Edition) for elementary school-as a case study to explore the specific application of the action research method in classroom instruction. The action research method follows a clear basic cycle of “planning, action, observation, and reflection.” This paper will adhere to this model to conduct teaching practices and make improvements addressing practical issues such as part coordination and pitch accuracy that arise during the instruction of “A Joyful Dream.” Furthermore, this study will incorporate the cutting-edge educational concept of embodied cognition to explore effective teaching methods for choral instruction that align with the cognitive characteristics of elementary school students.
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