Research on the Integrated Teaching of Emotional Expression and Key-Touching Techniques in Piano Education
Abstract
Grounded in piano education practice, this paper systematically analyzes the teaching logic of key-touching techniques and the
pathways for cultivating emotional expression, exploring the instructional correspondences between key-touching methodssuch as legato,
staccato, and staccato notesand emotional states including joy, sorrow, and passion. Drawing on teaching cases from classical works, it establishes a three-tiered teaching framework "emotional cognitiontechnical trainingintegrated application" spanning four dimensions:
key-pressure intensity, tempo, depth, and rhythm control. The study proposes targeted classroom training methods and evaluation criteria, providing theoretical references and practical guidance for piano educators to address the teaching dilemma of overemphasizing technique at the
expense of emotion or vice versa, thereby achieving an organic integration of technical instruction and emotional development.
pathways for cultivating emotional expression, exploring the instructional correspondences between key-touching methodssuch as legato,
staccato, and staccato notesand emotional states including joy, sorrow, and passion. Drawing on teaching cases from classical works, it establishes a three-tiered teaching framework "emotional cognitiontechnical trainingintegrated application" spanning four dimensions:
key-pressure intensity, tempo, depth, and rhythm control. The study proposes targeted classroom training methods and evaluation criteria, providing theoretical references and practical guidance for piano educators to address the teaching dilemma of overemphasizing technique at the
expense of emotion or vice versa, thereby achieving an organic integration of technical instruction and emotional development.
Keywords
Piano education; Emotional expression; Key touch technique; Integrated teaching; Teaching practice
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DOI: http://dx.doi.org/10.70711/wef.v4i1.9602
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