Keywords: music appreciation teaching, psychological energy, personality health
For a long time, musicians have deeply discussed the function and value of music appreciation teaching in aesthetic education, moral education and intellectual education, and achieved remarkable results. And the discussion about music appreciation teaching and people's psychology has been paid more and more attention with the increasing practice of music appreciation by people from all walks of life. In the practice of social music, we can easily see that people have realized that music appreciation is closely related to people's psychology. For example, choose certain background music in large shopping malls to adapt to the psychology of customers, so as to achieve the purpose of promoting sales. The effect of music on people's psychology has been recognized by most people in social life. In our campus life, with the increasing pressure of primary and secondary school students, there are more and more students with psychological problems, especially personality problems. Therefore, music appreciation teaching should be closely linked with students' psychological reality and give full play to its educational value and function. It is of practical significance to explore the influence of music appreciation teaching on students' personality psychology, so as to better guide teaching practice. This paper attempts to explore the psychological energy and personality in music appreciation teaching.
Sigmund freud, an Austrian psychologist, believes that personality is a dynamic energy system. The movement, change and development of this system need energy, which is not externally added, but comes from the inside of the personality system. The ability to drive and manipulate the personality system is called psychological energy. Psychological energy is the foundation of personality and the key to the balanced and coordinated development of the whole dynamic system that affects personality. Personal psychological energy is often inhibited or hindered by internal or external influences. At this time, if the psychological energy in personality is not unblocked by energy venting and energy displacement, then the individual's personality psychology will be imperfect, and even serious mental disorders will appear.
How does music appreciation teaching affect the psychological energy of personality?
First of all, music appreciation teaching acts on psychological energy in personality in the form of sound.
In teaching, students can feel the music with various sound structures: from a regional perspective, the sound structure styles presented by music cultures of different regions and nationalities can be described as colorful; From a historical point of view, taking the development of European music as an example, from the Middle Ages to the Renaissance, to Baroque, Classicism, Romanticism, Impressionism and so on, there are countless sound styles that show the development and changes of music sound structure.
Exploring the origin of musical sounds is closely related to people's psychological energy. Kurt, a famous Austrian musician, believes that the deepest state of human beings is unconscious, and irrational will, as an instinctive desire of human beings, is hidden in this deep unconscious. This is a potential and unstable thing in sports, which always needs to be vented and released in a way to achieve internal balance. Music is actually the transformation of this internal tension of human beings into sound. It can be seen that when people explore the essence of music, some people think that music itself is the result of externalizing psychological energy in the form of sound in order to find ways to vent.
The main feature of music appreciation teaching is listening, which makes its influence on psychological energy in personality have incomparable advantages over other disciplines. From the data of psychological survey on students' appreciation of music, it can be seen that a considerable proportion of students have experienced it personally, and music can alleviate or slow down psychological phenomena such as nervousness, anxiety and depression. We can use the Gestalt psychological principle represented by German psychologist wilmer to explain how this influence of music is unconsciously realized. Gestalt psychology put forward a principle from its system formation, that is, there is an "isomorphic" relationship between objective physical phenomena and human psychological phenomena; The structural process of objective things is equivalent to the process of people's spatial perception or time perception of physical things, that is, the corresponding "isomorphism" between mind and things. From the scholar's point of view, music works will cause listeners' specific psychological reactions because of their own structural style. Although they are different in nature, as a complete gestalt, they are the same in structural properties. This identity is reflected in their "tension" mode as their own way of existence. In students' personality structure, psychological energy exists with different tensions. When listening to music, the sound of music stimulates students' sensory perception system in the form of intense exercise, which constantly conforms to the tense structure of students' inner psychology, so that students' psychological energy moves and changes accordingly, and the blocked psychological energy is dredged.
From the above analysis of the essence of Kurt's music and the "heterogeneous isomorphism" of Gestalt theory, we can see that the sound of music is closely related to the movement of human psychological energy. Therefore, the auditory characteristics of music are conducive to the harmony of psychological energy in personality.
Secondly, music appreciation teaching provides rich space for association and imagination to act on psychological energy in personality.
Can the association and imagination of music affect the energy of personality psychology? In his medical practice, Freud and Bluel jointly invented a treatment method for mental disorders, namely "free association method". By understanding this method, we can also understand the influence of musical imagination on personality psychological energy. Freud believes that the psychological energy existing in the ID is restrained or hindered, or that the imbalance of psychological energy in personality is the root cause of mental illness. His free association method is that psychoanalysts try their best to encourage mental patients to report anything they think one by one, no matter how trivial, illogical and absurd, thoughts must emerge freely without order or theoretical coherence. Psychoanalysts analyze and explain all the materials reported by patients, find out the reasons and carry out treatment. Perhaps in our view, this association and imagination only provide us with the root of mental illness, and cannot explain its influence on psychological energy. But Freud also put forward the concept of "displacement and sublimation" in his theory of psychological energy venting. Objects or means instinctively used to reduce tension are most likely to be displaced. In the process of displacement of energy venting, if the object of displacement is a higher goal in the cultural field, such displacement is called sublimation. Music, as an image art, gives students free imagination, and none of us can restrict students' irrelevant imagination in the process of appreciation. Through music appreciation, students' association and imagination are unpredictable, and the psychological energy suppressed by instinct is constantly displaced in beautiful music, which is free and involuntary, and does not need to pay more will and effort like other displacements. Through the association and imagination of music, students are either intoxicated with the enjoyment of aesthetic feeling, or inspire their moral lofty. So the repressed energy in instinct is the easiest to be replaced. Because music always gives people a relaxed and happy feeling. More importantly, in the process of appreciation, students produce association and imagination before expressing them. Teachers can help students solve psychological problems through grasping and guiding correctly. Because in Freud's view, any free association and imagination is not without reason. The imagination provided by music will also show great differences because of the audience's personal growth environment, cultural literacy and personality psychology. Teachers can also understand students' psychology from their association and imaginative expression of music, so as to find and solve problems. Classroom music appreciation teaching is different from individual extracurricular music appreciation, which provides students with room for association and imagination. Specifically, music teachers' choice of content and style of music works is targeted and representative, and students are guided to appreciate through certain teaching methods, so that association and imagination are more abundant; In addition, students are in an environment of collective appreciation, and their attention is more concentrated, their purpose is stronger, and their association and imagination are more concentrated at this time; In the collective environment, different music associations and imaginations are mutually referenced and contrasted, which can promote and deepen students' understanding and memory of music. In the process of music appreciation, we must go through the psychological link of imagination. Compared with individual enjoying music alone after class, classroom music appreciation teaching has this advantage, which provides a broader space for association and imagination for music appreciation, and at the same time enables students' psychological energy to be displaced in association and imagination, and finally enables blocked energy to be unblocked and repressed energy to be released.
Thirdly, the emotional experience of music appreciation teaching will affect the psychological energy in personality.
In music appreciation, emotional experience is the most common and intense psychological activity. So most people think that music is the art that is best at expressing and inspiring feelings. As early as more than two thousand years ago, Aristotle, a famous ancient Greek philosopher, pointed out: "Different tunes will cause different moods and attitudes of the audience. -When listening to rhythm and tune, our mood changes. " The discussion shows that music art is closely related to people's emotional activities.
Compared with other art forms, music art does not need rational thinking and judgment. Our grasp of the emotional connotation of music works is not indirect, but direct. The emotional experience in music appreciation is intuitive, because there is an analogy between the movement form of music sound and emotional movement. People's emotional experience is a movement process of time, and music is just an art developed in time. Emotional experience is mainly manifested in the strength and relaxation of rhythm in the form of exercise, and music also has this characteristic. In addition, through the changes of timbre, different modes and tonality shown by different musical instruments, students can also have corresponding emotional experience changes. Such as: bright, melancholy, enthusiasm, big and small mode changes, etc. All the emotional movement changes in students' psychology are actually the movement change process of psychological energy, which makes students' psychological energy coordinated and smooth under the guidance of music.
In the process of music appreciation teaching, because the teaching is purposeful, planned and organized, the emotional experience provided in the teaching is more colorful. Especially in the university stage, students' emotional inner world is very rich because of their physical maturity, accumulated knowledge and abundant energy. In the process of enjoying music, we can often experience more delicate emotions in music. It should be noted that the emotional experience in music appreciation teaching does not come entirely from music works, and the emotional participation of teachers in teaching also provides students with more enlightening direct emotional experience. Compared with other subjects, music appreciation teaching provides teachers and students with more relaxed opportunities for emotional expression and experience. This feature has a more direct and effective influence on the balanced development of psychological energy in students' personality.
Freud believed that psychological energy plays an important role in the elements of personality. The uniqueness of music appreciation teaching affects students' psychological energy from different directions, and the balance and coordination of this energy makes students' personality healthy in all aspects.
References:
[1] A Review of Freud's Psychoanalysis Zhang Chuanchuan and Zhang Zhongmin, Nanjing University Press, 1987.
[2] "New College Aesthetic Education Course" edited by Jiang, Fudan University Press, 2002.9.
[3] Music Aesthetics Course, edited by Zhang Qian, Shanghai Music Publishing House, 2003.
[4] Introduction to Modern Western Music Philosophy by Yu Runyang, Hunan Education Press, 2002.