The psychology of music education is a psychological activity to study "teaching" and "learning" in the process of music education. As one of the applied disciplines of psychology, it is an interdisciplinary subject of psychology and pedagogy. Its purpose is to explore the psychological laws of students' learning, and to create effective teaching situations according to these laws to promote students' learning, so that students can gain multiple emotional experiences while improving their professional skills. We know from psychology that any activity of people is carried out under psychological adjustment, and psychological activities are directly related to people's practical ability. Vocal music teaching is different from other disciplines. The state of vocalization is an invisible and intangible abstract imagination process. It is an extremely complicated process of physical and psychological activities, and it is a process of quick thinking, memory and imagination.
It is closely related to the physiological mechanism and the quality of psychological activities. Therefore, vocal music teaching, as a unique teaching art, needs to be studied from both physiological and psychological perspectives. From the physiological level, teachers need to teach students how to allocate various vocal organs; Psychologically speaking, vocal music teaching is a psychological activity, which runs through the whole process of vocal music teaching, singing practice and stage performance.
As far as psychology is concerned, singing is the art of emotion and emotion, and it is the expression of the singer's inner thoughts and emotions. Kaisali once said that "a good voice is mainly achieved through psychological creation of psychological manipulation". It is not difficult to understand that "mental manipulation" in this sentence refers to the regulation of vocalization through nerves and consciousness. Therefore, in vocal music teaching, we must combine psychological activities such as attention, memory and thinking in music education psychology to cultivate students' healthy psychological quality. Only when students accurately combine psychology, emotion and vocal skills can they get the ideal teaching effect with twice the result with half the effort!
1 Psychological education begins with teaching activities (thinking)
Thinking is a general and indirect reflection process of human brain on the general characteristics of objective things, and the basic process of thinking is analysis and synthesis. In the process of analysis and synthesis, it includes comparison, classification, abstraction, generalization, concretization and systematization. Teacher, so preaching is the first element of education. Nowadays, vocal music teaching adopts one-to-one teaching mode, and there is a subtle dependence between teachers and students. If teachers can't convince students, it will be difficult to achieve the ideal teaching effect. Therefore, teachers' thinking mode directly affects students' understanding and orientation of major, study, society and life.
Every student has his own characteristics and personality. Teachers need to fully care and respect students, realize their individual differences, and adopt different teaching methods according to their accurate understanding and judgment of each student. For example, many students come from far away places in Hunan and Hubei and find themselves admitted to a comprehensive university. They feel that there is a gap from their ideal professional conservatory of music, and they feel that they have no goal and motivation. At this time, teachers are required to pay attention to the inner dynamics of students for the first time. This mode of thinking will lead to students' weariness of learning and absence from class. The teacher should guide and explain the students to change her thinking mode and concept in time and look at the problem from another angle. Therefore, good thinking is an important prerequisite for efficient teaching.
2 Psychological education runs through teaching activities (Note)
Attention refers to the direction and concentration of psychological activities on something. Attention is not an independent psychological process, but is manifested in psychological processes such as feeling, perception, memory, thinking and imagination, and has become a common feature of these processes. In the field of education, teachers must consider how to attract and keep students' attention, and in music teaching, teachers must also consider how to train students to keep their attention when singing works, focusing all their attention on the situation of songs, and focusing all their attention on singing songs and giving full play to their functions.
For example, vocal music training is the first step of singing teaching, which requires students to concentrate on singing completely. Teachers often can't see or touch how to correct and guide how to sing correctly. The front and back positions of the voice are put down by the teacher's description to guide students to listen and do carefully, so it is particularly important to stay focused. Secondly, it is to cultivate students' psychological state of singing.
In vocal music teaching, we often hear some students say that they are uncomfortable or feel bad today. The so-called "feeling" here mainly refers to the psychological state when singing. Singing is an extremely complicated process. The actions of our vocal organs "respiratory organs" and "resonance organs" are coordinated and orderly under the control of psychology, and the coordination of these organs will change with the psychological changes. Therefore, the process of singing training itself is a physiological activity under psychological control, and the stability of training students' singing state is to some extent.
When singing works, we should create a harmonious and relaxed classroom atmosphere so that students can relax in a tense mood. A relaxed and pleasant teaching atmosphere is a necessary prerequisite for forming a good singing psychology. Teachers themselves also need harmonious psychological communication and hints, careful and patient explanation, demonstration and inspiration, so that students can devote themselves to the perfect and relaxed interpretation of the role as soon as possible.
Vocal music is an "art of perception" rather than a theoretical subject, so getting a correct sense of sound should be the first priority. At this time, the teacher should guide the students not to care too much. Some students pay too much attention to their singing skills and ignore the essence of music, that is, the expression of emotions. If you pay too much attention, you will be nervous when you sing, and your expression will be dull and dull, which looks like you are thinking. After communicating with students, it is found that most students encounter such a problem, that is, they pay too much attention to the singing method and the position of the voice when singing, so they will be very nervous, and the voice is not infectious and cannot relax to the state of singing. It can be seen that "expressing emotions simply and directly" can not only help students master singing methods correctly, but also make it easier for students to sing from the heart.
To sum up, teachers should guide students when to concentrate "attention" and when to relax "attention" according to the actual situation of students, and finally achieve perfect singing and teaching results.
3. Psychological activities after teaching activities (memory)
Memory is the process that what we know in the past life practice leaves a mark on our minds. Memory is characterized by visualization, generality and comprehensiveness. Memory can also include sensory memory, short-term memory and long-term memory, and can also be divided into unconscious memory and conscious memory. In singing teaching, students combine various memories to achieve perfect learning effect. For example, in vocal music training, students completely rely on the teacher's language description and voice demonstration to complete good vocal music training, which requires students to have good sensory memory and can quickly achieve the sound effect required by the teacher. In the process of teaching, students' memory of correct sounds is short-term, and they can't find "feeling" after class, that is, the feeling of sound. In order to prolong short-term memory, teachers will ask students to record the correct sounds in class, listen carefully to the correct sounds after class and practice them repeatedly, so as to stabilize the feeling of sounds, prolong short-term memory, record the feeling of moments repeatedly and form long-term memory, thus improving the sound and achieving perfect teaching results.