DOI: 10.14704/nq.2018.16.6.1564

Application of Situational Cognition Theory in Teaching of Vocal Music Performance

Xiaona Zhao


The teaching of vocal music performance is strongly technical, which can not only help students obtain a rich emotional experience in the melody of music, but enrich people’s cognition of emotion. This paper applies situational cognition theory to the teaching of vocal music performance. Based on the theoretical connotation of situational cognition theory and the characteristics of teaching of vocal music performance, this paper constructs a four-step teaching model of vocal music performance based on situational cognition theory: “situation—experience—exploration—application”, aiming at cultivating and enhancing students’ awareness of autonomous learning of vocal music performance, improving the accuracy of vocal music performance, and ultimately improving students’ comprehensive skills of vocal music performance.


Situational Cognition Theory, Vocal Music Performance, Teaching Mode

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