Construction of a 'Full-Sensory' Teaching Path for Junior High School Music Based on the Carabo-Cohen Method

Abstract

Traditional music teaching neglects tactile and kinesthetic senses, resulting in an incomplete music experience for students. To address the problems of 'sensory imbalance' and 'superficial experience' in junior high school music classes, this paper introduces the CaraboCohen teaching method, constructs a teaching implementation path based on the concept of full sensory engagement, and verifies its feasibility through classroom examples. The study shows that tactile embodied participation can deepen students' understanding of musical elements
and enhance aesthetic experience; multimodal teaching can help students better experience music through perception and practice, providing
new possibilities for music education.