Application of body rhythm in high school music composition class
体态律动在高中音乐编创课的应用

摘要

目前，高中音乐课编创模块教学面临着学生参与度不足、创作能力培养碎片化等现实困境。在音乐编创教学中运用体态律动教学法，探索以身体动觉为认知媒介的新型教学范式。通过解构编创核心要素——节奏型态，构建“节奏感知-肢体转译-即兴建构”的三阶动态教学模型，并创新“完型填空式”任务设计，引导学生在限定的调性调式、和声序列及结构范式中，通过肢体律动完成从听觉感知到视觉表征、动觉记忆的多模态转化。以“身体动觉”为媒介、以“节奏元素为核心”的观念为音乐编创教学提供了可参照的方法论；其“动觉优先”的教学逻辑对推动音乐学科核心素养发展具有教学范式的革新价值。

Abstract

Current teaching practices in the creative music composition module at the high school level face practical challenges including insufficient student engagement and fragmented cultivation of creative competencies. This study employs the somatokinetic rhythm pedagogy to explore a novel instructional paradigm that utilizes bodily kinesthesia as a cognitive medium. By deconstructing the core compositional element—rhythmic patterns—we have established a three-phase dynamic instructional model encompassing "rhythmic perception, corporeal translation, and improvisational construction." Innovative "gestalt completion-style" task designs guide students to achieve multimodal transformation from auditory perception to visual representation and kinesthetic memory through bodily movements, operating within constrained tonal modes, harmonic sequences, and structural frameworks. The conceptual framework prioritizing "bodily kinesthesia as medium" and "rhythmic elements as core" provides a methodological reference for music composition pedagogy. Its "kinesthetic-priority" instructional logic demonstrates paradigm-shifting value in advancing the development of core musical literacy competencies, fundamentally reconstructing the cognitive architecture of music creation education through embodied learning mechanisms.