Innovations in learning versus traditional methods

The case of vocal education in China / Innovaciones en el aprendizaje versus métodos tradicionales: el caso de la educación vocal en China

Bibliographic Data

ID12486285
AuthorsSha Luo (0000-0002-7455-292X, Hunan Women'S University), Luo Sha (Hunan Women'S University, corresponding author)
Year2025
Volume37
Issue2
Pages617-642
Publication date2025-05-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405251330824
OpenAlexW4410594401
LanguageEN
References cited38

The purpose of the work is based on studying innovative vocal training features, its advantages in comparison with traditional approaches in the example of China. After two semesters of instruction, it was determined that students who had been taught the innovative curriculum had gained more specific skills than students who had been taught the traditional curriculum. It was found that 28% of first group students expanded their voice range and only 17% of second group students were able to master the skill. Improved pronunciation, based on voice production and articulation apparatus development, was mastered by 42% of innovative group students and 27% of traditional group students. It was established that the first group of students needed nine months to master emotional singing skills; the second group of students needed 12 months. The calculation of students’ progress showed that more than half of the students mastered the innovative method at a high level, while three times fewer students mastered the traditional method at a high level

Art · China · Humanities · Political science · Diverse Music Education Insights · Diverse Musicological Studies · Phonetics and Phonology Research

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