Xingshuo Yang

doi:10.70711/eer.v3i3.8719

Historical Debate Between Movable-do and Fixed-do Solfe and Its Implications for Modern Pedagogy

Xingshuo Yang

Abstract

This article systematically traces the historical origins, philosophical foundations, and cognitive mechanisms of movable-do and
fixed-do solfe systems, analyzing their respective "relativistic" and "absolutist" thinking models in music education. By examining the
strengths and limitations of the two systems in auditory development, it proposes an integrated teaching strategy adapted to the diversified
development of modern music. Advocating a "stage-specific, learner-specific, and emphasis-specific" approach to combining the two systems,
the article aims to cultivate music talents equipped with both accurate pitch perception and flexible tonal thinking, offering theoretical and
practical references for solfe and ear training instruction.

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References

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DOI: http://dx.doi.org/10.70711/eer.v3i3.8719

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