Students' study in school mainly involves the training of basic music skills, systematic knowledge of major musicology subjects, academic theories and research methods, writing of various styles, social investigation and so on. While guiding students to widely read and browse Chinese and foreign music cultural heritage, we should pay attention to cultivating students' academic ability and expression ability to discover, study and solve problems. In addition, in order to meet the needs of different levels and aspects of social and cultural work, we are also committed to cultivating students' necessary abilities to cope with future work, such as planning ability, organization ability, expansion ability, social and coordination ability.
1. Main courses and teaching arrangements
The first academic year: music theory, solfeggio, piano, introduction to musicology, China folk songs, China ancient music history, musicology style and writing, introduction to national instrumental music, college Chinese, etc.
The second academic year: solfeggio, China modern music history, western music history, harmony, western traditional formalism, opera and folk art, etc.
The third academic year: special theoretical research (specialized personal courses), western music history, musicology analysis, polyphony techniques and works analysis, music psychology, music anthropology and music aesthetics.
The fourth academic year: special theoretical research (specialized individual course-thesis writing).
2. Course features
The curriculum characteristics of musicology major are mainly embodied in two curriculum structure modules designed around the main courses of the major. One is a series of professional basic courses at the level of musical morphology; The first is an elective course series focusing on perceptual knowledge and peripheral humanistic literacy respectively.
In professional basic courses, we especially emphasize the training of musical morphological analysis ability. In order to adapt to the characteristics of musicology, two courses, western traditional musicology and polyphony techniques and analysis, are undertaken by our teachers (graduated from composition, with research direction in musicology). Their purpose is to introduce multiple perspectives such as music history, music aesthetics and music psychology into the analysis of music texts, which will help students expand their thinking and provide them with multi-level and multi-faceted research methods. Then, through these multi-disciplinary teaching, students can acquire a comprehensive analytical ability, and establish a sense of music ontology in the study of other disciplines, so as to overcome the deviation from the technical form of music in the study of historical theory.
In addition, we also set up a variety of elective courses to cooperate with the above-mentioned main courses, such as: China folk song singing and traditional opera singing are two courses that supplement the perceptual accumulation of the main courses; The courses of opera masterpieces, symphony masterpieces, and appreciation of music masterpieces complement the two music histories on the perceptual level; Logic class provides speculative training for students' professional reading and writing; Courses such as ancient Greek philosophy, German philosophy, poetic philosophy, cultural comparison between the East and the West, selected readings of Chinese and foreign literary masterpieces, Si Kongtu and twenty-four poems have broadened students' professional horizons and supplemented all kinds of necessary humanistic knowledge. Improve their overall cultural level.
3. Teaching characteristics
As a specialized single course, Thematic Theory Research has arranged a designated teacher for each student from the third school year (grade three) and adopted a one-on-one teaching method. In these two years, the first semester is the running-in stage of teachers and students. Teachers can understand students' personality and interest intention through close conversation with students, then guide them to read widely and train their vocabulary through a series of different styles of writing, so as to master the academic norms of writing. In addition, at the end of the semester, students are required to submit a final paper exceeding 10000 words and organize a "final paper presentation" in the department. In the second semester, the amount of writing increased gradually, and the final paper was also submitted and presented at the report meeting. In addition, at the end of the second semester, students are required to submit the opening report of graduation thesis, which will be discussed collectively by the department to help students confirm the topic. At the beginning of the first semester of the second year (grade four), the instructor instructs students to further collect materials, read materials, revise the writing outline, start to guide students to write, check students' writing situation every week, and help students solve difficult problems. At the end of the semester, the final paper (which can be a unit of graduation thesis) is still to be submitted. Last semester, students were required to finish their graduation thesis before the end of April, and teachers were required to read it through in early May, and suggestions for revision were put forward. At the end of May, the graduates defended their thesis, and all the teachers evaluated their scores. The scale of graduation thesis should be no less than 1 10,000 words. The graduation thesis has documents to guide teacher appraisal and department appraisal.
In the two-year individual course guidance, students can not only hire teachers, but also learn from other teachers temporarily according to the particularity of the research object. In fact, in teaching, we make more use of the favorable conditions of multi-discipline, multi-specialty and harmonious interpersonal relationship among teachers in the department to realize cross-teaching. Just like the teaching of introduction to musicology, it is undertaken by many teachers in different research fields.
The advantage of this teaching method is that teachers have a coherent time to guide and help students from extensive reading to preliminary topic selection, and then through the second round of in-depth reading and topic selection confirmation, write an outline and implement writing. Such a complete long-term follow-up process actually provides students with a method model of how to face a specific topic, so that they can accumulate research experience and then help them operate independently in the future.