200 1 The Music Curriculum Standard for full-time compulsory education in China (experimental draft) clearly states:? Creation is a field of music learning, in which students' imagination and thinking potential are brought into full play. It is of great significance for students to accumulate music creation experience and explore the process and means of creative thinking ability for cultivating practical and innovative talents? [ 1]。 ? Creative development value? It is one of the important values of music course in basic education. Encourage music creation? It has become a brand-new teaching concept. In the specific content standards of music courses,? Create? Has been listed with. Feel and appreciate? 、? Performance? 、? Music and related culture? An equally important teaching field.
So, what is creativity?
Psychologists believe:? Creativity is the integration of various abilities and excellent personality characteristics that can produce uniqueness, reality and social value. Is solving problems with high quality the most important psychological quality? [2]。 It mainly includes psychological factors such as creative consciousness, creative thinking, creative imagination and meta-cognition. Among them, creative thinking is the core component and creative imagination is the necessary component.
Music education takes music art as the main medium, and music art is an art that needs to be created. Composed by a composer (also known as? Once created? ) to the performer's singing and performance (also known as? Second creation? ), and then to the audience's appreciation activities (also known as? Sanchuang? ),? Creativity? Activities are everywhere. It can be said that without creative activities, music art will lose its existence. Foundation? And then what? Soul? . Therefore, music education plays an important role in cultivating students' creative psychological quality, and its potential value is mainly reflected in the following aspects:
First, music education is conducive to stimulating creative consciousness.
Innovative consciousness is a powerful driving force for innovative activities. Psychological research shows:? Only when individuals have a high creative desire and strong creative intention (that is, they often think of creation) can they easily produce new ideas, new methods and new ideas, and can they produce high-level creativity? [3], music, art and education can stimulate creativity.
First of all, there are many kinds of music arts, with diverse themes and styles, which can adapt to the interests of students of different ages. From the content and form of music education, there are song singing, instrumental performance, rhythm, singing and dancing, appreciation and creation. Its rich and colorful forms can fully stimulate students' curiosity and thirst for knowledge and attract them to participate in music creation activities. At the same time, compared with the teaching activities of other subjects, students are happier physically and mentally in music education activities. Because music art can use beautiful melody, rich and varied rhythm, mode, harmony and other colorful musical expression means to create a pleasant atmosphere and provide a favorable psychological environment for the generation of creative consciousness.
Secondly, music art is non-semantic in content and vague in image. Therefore, it is impossible for music works to present the content intuitively like painting, and it is impossible to convey the content clearly like literary works. People's feelings and understanding of the musical image of the same musical work will be uncertain to some extent. It is precisely because of the characteristics of music art that students have more freedom to play in music teaching activities. They can compare music works? Personalization? And then what? Liberalization? Understand, interpret and create, not afraid of improper expression, not afraid of being denied or accused by others, so as to make yourself feel more? Is it safe? So it is easier to generate motivation and desire.
Second, music education can effectively train creative thinking.
Creative thinking is the core part of creative activities, which is vivid and intuitive. This is a special way of thinking. It is the unity of image thinking and abstract thinking, logical thinking and illogical thinking, and also the unity of divergent thinking and centralized thinking. Divergent thinking is the main component of all kinds of thinking coordination? [4]。
The principle of art tells us that any art is inseparable? Image? Shaping, in? Image? In the process of shaping, artists mainly use image thinking, but also some abstract thinking, and so does music art. In music practice, both the composer's creation, the performer's interpretation and interpretation of the work, and the appreciator's feeling and appreciation of music reflect the dialectical unity of image thinking and abstract thinking.
? From the aesthetic point of view, music creation is a creative work dominated by aesthetic experience, and the specific way of this creative work is to transform the inner experience into the form of sound? [5]。 This process of music creation can be divided into two stages. In the first stage, the composer transforms his inner emotional experience into auditory representation. In the second stage, the composer externalizes the auditory representation into music score or actual sound through various composing means. In the first stage, composers mainly use image thinking, and in the second stage, they must organize music materials with the help of logical thinking on the basis of image thinking.
For example, when Chopin wrote Bologna in A major, did it happen? A group of heavily armed Polish soldiers walked in? Illusion is the embodiment of thinking in images in music creation. When he transforms this feeling into sound form, he must use logical thinking to deal with the application of various composition techniques.
Of course, in music art activities, the application of image thinking and logical thinking is not only reflected in the composer's creation, but also in the performer's analysis and grasp of the structure of music works, emotional disposal, and also in the rational understanding and aesthetic evaluation of the works by the appreciator.
On the other hand, due to the fuzziness and non-semantics of music language, music art is different from visual art, which is characterized by being unable to reflect the external image of things, being ethereal and uncertain, and the expression of musical emotions has certain relativity. The same thing, the same emotion, has many expressions. According to? Liang Zhu? The musical works produced by the story of the story include violin concerto, piano music, guzheng and many other different genres and forms. For the same work, the interpretation in performance is different from the understanding in appreciation. For example, playing Brahms' violin concerto in D major, Asha? Heifetz's performance is objective and calm, while David? Oistrakh's performance was elegant and sweet. Although the styles are different, they are all loved by the audience. It is precisely because of this feature of music art that we can consciously guide students to feel, understand, play and create music works in music teaching and promote the development of students' divergent thinking.
It can be seen that music art activities need to use a variety of thinking forms, especially image thinking and divergent thinking. Therefore, if we can understand and follow the thinking law of music art, we can make all kinds of thinking involved in students' creative thinking develop harmoniously through music education.
Thirdly, music education can provide space for creative imagination.
Imagination can be divided into entertaining imagination and creative imagination. What does creative imagination mean? Create a new image independently without following the ready-made description? [6]。 Creative imagination is the wing of creation and a necessary part of creative activities.
The principle of music aesthetics tells us that music creation is a creative imagination activity that transforms inner experience into sound structure? ,? And creative imagination is the most basic psychological way of music creation? [7]。 It can be said that without creative imagination, music creation activities will not be carried out. Is this because of musical imagination? Is it a process from other representations to auditory representations? ,? The appearance of auditory image is created because the composer's imagination has raised other images to the height of pure spirit, so it is a creative imagination? [8]。
At the same time, creative imagination is also an important psychological element throughout music performance. The performer's emotional experience of musical works, his understanding of artistic conception and the re-creation of musical images are all inseparable from the role of imagination. The performer's imagination of musical images and sound effects based on music scores belongs to creative imagination. Practice has proved that the more imaginative the performer is, the clearer the emotion and artistic conception the audience feels from his performance. Because of this, many Chinese and foreign music performance artists and theorists attach great importance to the role of imagination in music. ? Amin scholar Xu Shangying put forward in his book "Xishan Qinse"? If it's not enough in the string you seek, it's more than enough outside the string you get? He asked the performer to answer? Away from God? That is, to pursue the artistic conception of music with imagination? [9]。
Of course, imagination also exists in music appreciation activities. Bai Juyi, a great poet in the Tang Dynasty, described the psychological activities in music appreciation in his long poem Pipa Xing. Here, the great poet Bai Juyi? Sometimes I think of the sound of rain, sometimes I think of whispers, sometimes I think of Yu Ying, sometimes I think of the sound of spring water; Even if the music stops for a while, my imagination doesn't stop, but I feel there is another kind of sadness and hatred, which is better than when there is sound? [ 10]。 In the appreciation activities, because the artistic image of music is vague and uncertain, people have different understandings and feelings about the same musical work, and the imagination of music is more flexible and creative.
It can be seen that creative imagination exists widely in music art activities, and the activities involved in music education include music creation, music performance, music appreciation and other forms. Therefore, paying attention to the cultivation of students' creative imagination ability in music education is not only conducive to the improvement of students' musical literacy, but also conducive to the formation of students' creative psychological quality.
Fourthly, music education can improve the level of metacognition.
Metacognition is an important psychological factor in creative activities. Does it refer to an individual's cognition of knowledge about his own cognitive process, or the ability to test, adjust and evaluate his own thinking, the essence of which is self-regulation based on self-cognition of his own cognitive activities? [ 1 1]。 The higher the level of metacognition, it means that you know more about learning and problem-solving strategies and methods, are better at consciously regulating your activities, get feedback and self-evaluation, and can modify and adjust your strategies and behaviors in time.
In music activities, because of the fluidity and instantaneity of sound, whether singing, playing or appreciating, we should fully mobilize the metacognitive ability and participate in grasping, monitoring and adjusting the pitch, rhythm, speed, intensity, emotion and style. Even singing a simple melody requires the ability of regulation. Especially in collective activities such as chorus and ensemble, higher metacognitive ability is needed. Because in these activities, students should not only control their own singing and performance, but also listen to others' performances and singing at the same time, so as to better cooperate with others. It can be seen that metacognition can also be effectively cultivated through music education.
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Creativity is an indispensable psychological factor in music art activities. Music education can not only cultivate students' creative consciousness and train creative thinking, but also stimulate students' creative imagination and improve their cognitive level, thus effectively promoting the formation of students' creative psychological quality.
Precautions:
[1] Ministry of Education: Music Curriculum Standards for Full-time Compulsory Education (Trial Draft), Beijing Normal University Press, 200 1, p. 17.
[2] Zhang Dajun: "Educational Psychology Course", Sichuan Nationalities Publishing House, 1992, p. 204.
[3] Zhang Dajun: "Educational Psychology Course", Sichuan Nationalities Publishing House, 1992, p. 206.
[4] Zhang Dajun: "Educational Psychology Course", Sichuan Nationalities Publishing House, 1992, p. 206.
[5] Wang Ci: A New Theory of Music Aesthetics, Central Conservatory of Music Press, 2003, p. 1 12.
[6] Cao Richang: General Psychology, People's Education Press, 1980, p. 283.
[7] Wang Ci: A New Theory of Music Aesthetics, Central Conservatory of Music Press, 2003, p. 12 1 page.
[8] Wang Ci: A New Theory of Music Aesthetics, Central Conservatory of Music Press, 2003, p. 137.
[9] Zhang Qian and Wang Ci: Fundamentals of Music Aesthetics, People's Music Publishing House, 1992, p. 206.
[10] Wang Yongjie: "On Art Education" Papers of the Seventh National Symposium on Music Education Reform in China (conference materials), 1998.
[1 1] Zhang Dajun: A Course in Educational Psychology, Sichuan Nationalities Publishing House, 1992, p. 207.