In China, the Chinese music culture has a long history. With the formation and development of music culture, the inheritance activities of music culture have appeared, that is, the embryonic form of music education activities. According to historical records, before Shang Dynasty, there were music education places such as Cheng Jun and Zhezong. In the Zhou Dynasty, large-scale music education activities were held. According to Zhou Li, there are 1463 music education institutions in China, which are composed of three parts: administration, teaching and performance. Its ritual and music teaching have quite strict procedures. "Ten years, learning music, reciting poems and dancing" spoon "; Adult children (fifteen years old) jump "elephant" and learn to shoot; At the age of 20, you can learn etiquette, and you can dress and dance "Summer". " It is the earliest music school in the world. The idea of "music education" gradually constructed later can be regarded as the forerunner of music education theory.
In the west, the ancient Greeks attached importance to music education, and music was what children had to learn at that time. The philosopher Plato (427-347 BC) said in the Republic (Volume V): "The purpose of music education is to instill harmony in the soul, thus developing good moral character." He also said: "rhythm and harmony can create physical and mental elegance, as well as recognition and sensitivity to specific forms of beauty." Plato and his disciple Aristotle (384-322 BC) and others all emphasized the moral and ethical function of music, believing that music can influence people's character, and this influence can be realized through different music and ways. During the long Middle Ages in Europe, music education has always played an important role in school education. Music has become one of the "four arts" (arithmetic, astronomy, geometry and music), and it is a higher-level part of the seven main disciplines in the school.
During this period, Christianity controlled education. Humanism appeared in the Renaissance, and music education was also paid attention to. In particular, Protestant schools and parochial schools have emerged with the religious reform, and students must learn music. Teachers without musical talent are not qualified as educators. With the division of sects, different types of education have gradually formed in European countries. Johann Amos Comenius (1592-1670), a Czech educator, is the best among them. He devoted himself to the education of national common music, demanding that the teaching should be intuitive and realistic, and give consideration to the psychology of young people. His masterpiece "On Great Teaching" (1632) is a masterpiece that systematically discusses the whole-person education. A Reye (1601-1673) studied Comenius' teaching thought and wrote "Teaching Method" at 1642. According to this rule, if all children can't sing plainsong with flowers, they should at least learn to sing plainsong. During the Enlightenment, French philosopher and educational thinker jean jacques Rousseaux (1712-1778) devoted himself to the reform of music education.
He believes that the main purpose of education is to conform to and strengthen human nature, and advocates that education should adapt to the physical and mental development level of the educated. Similarly, he believes that music education should require children to learn only tunes and songs that conform to their spiritual temperament and psychological state. Music educators must go deep into children's souls. German educator J.B. Basedow (1724—1790) adopted this idea, and his teaching system includes all fields of music education from basic courses to aesthetics. Johann heinrich pestalozzi (1746— 1827), an educator in the period of Swiss neo-humanism, advocated that education must become the wealth of all people, so that all people can get the necessary education. He put forward the idea of making education psychological for the first time. An important principle in his educational theory is that the best education is achieved through the participation of the senses. He called on educators to bring music into school education and advocate vocal music teaching. Swiss educator negri (H. G. Nageli, 1773- 1836) and Fridrich Wilhelm August Frobel (1782- 1852) and others will put Pestalo. Focusing on educating people, negri divided music education into stages (basic training, actual singing practice and artistic singing).
18 10, negri's "On Singing Teaching" was published, which was the product of the combination of Pestalozzi's educational ideal and the basic theory of music, and played a significant role in the establishment of children's music education. Froebel was the founder of early childhood education. Influenced by Pestalozzi, he attached importance to games and taught children to sing. He believes that all children should not become artists, but should be allowed to develop naturally, understand and appreciate real art. 186 1 published his collection of essays, Kindergarten Pedagogy. /kloc-in the first half of the 0/9th century, the research on singing teaching and its teaching methods developed further. According to the statistics of Music Education (edited by Federhoff Koenigs and published by Kassel 196 1 year), from 18 10 to 1845, 30 kinds of singing education (learning) emerged in Germany. At that time, teaching attached great importance to foundation, stages and integrity. Nuttall (B. C. L. Natorp, 1774— 1846), a German music educator, based on Pestalozzi's thought, pursued the aims of education, church, culture and society. Influenced by Hegelian thought, Haarni Shi (1787-1864) rationally grasped the purpose and method of singing teaching, and demanded "singing from the heart, keeping a happy mood and deep emotional waves". /kloc-at the end of 0/9, "ordinary" schools in Germany began to improve or innovate music courses.
Musicology and pedagogy, as the matrix system of music pedagogy, have become an independent science, both of which began in19th century. The Almanac of Musicology compiled by German musician F Chrissund (1826— 190 1) in 1863 is considered as the origin of modern western musicology. On the other hand, johann friedrich herbart (1776- 184 1), a German educator, explored the scientific basis of education on the basis of Rousseau's educational thought system and Pestalozzi's educational experience, and initially established a pedagogy system. General pedagogy published by 1806 is recognized as the first pedagogy in modern times. The formation and development of musicology and pedagogy laid a theoretical foundation for the emergence and development of its marginal discipline music pedagogy. The natural historical process of the development of music pedagogy is very similar to that of modern pedagogy, and both of them have gone through the stages of "teaching"-"teaching"-"teaching"-"pedagogy" before forming the initial "pedagogy" pattern. There are different opinions on the formation time of modern music pedagogy, and it is generally believed that it developed gradually in the 20th century. At the beginning of the 20th century, music education research showed the characteristics of multipolarization. Several famous foreign music education systems and their teaching methods (such as Dalcroze's music education system, Orff's music education system and Kodaly's music education system) have been formed and widely spread, which have had a great impact on the development of music education theory and practice in various countries and laid a solid foundation for the research of music education and the formation of music pedagogy.
From 192 1 to 1927, the German Institute of Art Education and Teaching Center held seven German school music weeks in Berlin and other places, which successfully established the relationship between music educators and educators, psychologists and musicians, strengthened academic work, and strengthened research work in pedagogy, psychology, aesthetics and works research. 1934 latest music pedagogy (published by Japan Popular Education Publishing Association). This book makes an experimental, theoretical and historical exposition of music pedagogy with scientific background, starting from the aspects of textbook theory, methodology, educated theory and so on, giving people more enlightenment. American Swedish musician and psychologist Haibin (C E Haibin,1866-1949)1912 expounded the seaside measures of musical talent method at the National Conference of American Music Supervisors, which was published in 19 19. Other musical proficiency tests, such as Kwawasser-Dykema, Drake, Wynn and Bentley tests, were also adopted. 193 1 year, The Psychology of School Music Teaching, co-authored by American music educators James L. Mersel and Mabel Glenn, came out. This is a monograph that guides the practice of music education and teaching with the scientific viewpoint of music education psychology. Its research content is extensive and its viewpoints are novel, which has had an important impact on music education in the United States and other countries. ?