Impact of the Traditional Lecture Teaching Method and Dalcroze's Body Rhythmic Teaching Method on the Teaching of Emotion in Music-A Cognitive Neuroscience Approach.

ABSTRACT: Background: Although the Shared Affective Movement Experience (SAME) model suggests the crucial role of imitation and synchronization in music-induced emotion, their application in teaching settings remains largely unexplored. Objectives: This study compared the "Body Rhythm Teaching Method," based on the principle of mimicking musical elements through bodily movements, with traditional lecture-based instruction. It examined the effects of both teaching approaches on brain activation patterns, measured via functional Near-Infrared Spectroscopy (fNIRS) hyperscanning and instructional outcomes (assessed through musical emotion processing and teaching quality evaluations). The aim was to investigate their efficacy in enhancing students' musical emotional processing abilities.

SUBMITTER: Ge Q 

PROVIDER: S-EPMC12730861 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature