An Instructive Study of Cognitive Thinking Oriented Voice Piano in the Music Teaching Process

Abstract

This paper combines cognitive psychology with sight-singing and ear-training music teaching to explore the guiding role of cognitive thinking orientation on the teaching process of voice piano music. The statistical analysis of the cognitive process of voice piano music teaching mainly adopts the Oddball experimental paradigm of auditory stimulation, records the EEG data of the subjects when they complete simple cognitive tasks in different music backgrounds, and explores the effects of quiet, guqin, and piano music on the psychological cognition and neurological activities of the subjects. Based on the two aspects involved in the process of teaching music with voice and piano, psychological process and biological process, the effect of voice and piano on students’ self-perception in the process of teaching music is explored. Comparative analysis was used to analyze the differences between cognitive thinking-oriented instructional guidance and traditional voice piano instruction using before and after scores of selected experimental and control classes. The data showed that response duration was higher in both the guqin and piano contexts than in the quiet context, and was statistically significant, P<0.001 for guqin and P<0.001 for piano. However, there was no significant difference between guqin and piano i.e. P=0.763.