HOW TO EXPERIENCE MUSIC BETTER?IMPACT OF THE DALCROZE'S BODY RHYTHMIC TEACHING METHODOLOGY AND TRADITIONAL LECTURING METHODOLOGY ON THE TEACHING OF EMOTION IN MUSIC—A COGNITIVE NEUROSCIENCE APPROACH

Two teaching methods designed to improve students' emotional processing of music are the traditional lecture method and the Dalcroze’s body rhythm method. Although these methods have been shown to improve teaching outcomes, However, there's limited evidence on their impact on teaching musical emotion and related brain activity. This study examined the effects of two pedagogical approaches on brain activation patterns (as measured by fNIRS hyperscanning) and teaching effectiveness (as measured by Music Emotional Processing Scores and Teaching Quality Evaluations). Participants were 3 teachers and 75 college students. Teachers and student participants were randomly assigned to either the lecture teaching group, or the body rhythm teaching group. The musical material was identical in both groups, differing only in the instructor's teaching method. Brain activity during instruction was recorded using fNIRS hyperscanning technology, and all students completed measures of musical emotional processing and teaching quality evaluation .