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Source: Lian Kaikai, Phiphat Sornyai Table 2: Similarities, Differences and Deficiencies Among Three Teachers’ Teaching Links and Steps

Table 2 Source: Lian Kaikai, Phiphat Sornyai Table 2: Similarities, Differences and Deficiencies Among Three Teachers’ Teaching Links and Steps

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Table 1: /nvestigation of Content Mastery for Degrees Related to Impromptu Accompaniment Lessons In terms of art practice, many students have never been engaged in the practice of impromptu accompaniment. They only complete the teacher’s homework in class, which is very limited and far from enough practice of impromptu accompaniment. Without these artistic prac- tices and experience, it is difficult for students to improve
Table 1: /nvestigation of Content Mastery for Degrees Related to Impromptu Accompaniment Lessons In terms of art practice, many students have never been engaged in the practice of impromptu accompaniment. They only complete the teacher’s homework in class, which is very limited and far from enough practice of impromptu accompaniment. Without these artistic prac- tices and experience, it is difficult for students to improve
Source: Lian Kaikai, Phiphat Sornyai Table 3: Evaluation Results from Lesson Observations with the Three Chinese Teachers
Source: Lian Kaikai, Phiphat Sornyai Table 3: Evaluation Results from Lesson Observations with the Three Chinese Teachers
Chu Wanghua wrote more than 20 folk song arrange ments that are very famous, such as the Jiangsu fol song ‘Jasmine Flower’, the Sichuan folk song ‘Happy Sut Comes Out’ and the Yunnan folk song ‘Chaodao’. Amon: them, ‘Jasmine’ has been used by Italian composers i the opera Turandot and has gained worldwide exposure In impromptu accompaniment teaching, teachers cai In view of the above outstanding problems, this researcher proposes that music analysis and training for playing piano adaptations of folk songs, represented by composer Chu Wanghua, should be incorporated into the teaching of impromptu accompaniment, so as to solve the problems of students’ insufficient understand- ing and ability of impromptu accompaniment of Chinese folk songs. Therefore, this paper employs Chu Wanghua’s piano compositions as examples to introduce how to the opera Turandot and has gained worldwide exposure.
Chu Wanghua wrote more than 20 folk song arrange ments that are very famous, such as the Jiangsu fol song ‘Jasmine Flower’, the Sichuan folk song ‘Happy Sut Comes Out’ and the Yunnan folk song ‘Chaodao’. Amon: them, ‘Jasmine’ has been used by Italian composers i the opera Turandot and has gained worldwide exposure In impromptu accompaniment teaching, teachers cai In view of the above outstanding problems, this researcher proposes that music analysis and training for playing piano adaptations of folk songs, represented by composer Chu Wanghua, should be incorporated into the teaching of impromptu accompaniment, so as to solve the problems of students’ insufficient understand- ing and ability of impromptu accompaniment of Chinese folk songs. Therefore, this paper employs Chu Wanghua’s piano compositions as examples to introduce how to the opera Turandot and has gained worldwide exposure.
ask students to recite these melodies skilfully to broaden their vision, become familiar with the pentatonic style of Chinese folk music, and accumulate materials for the accompaniment of folk songs. On the premise of maintaining the overall structure of the third, Chu Wanghua modified the triad by omitting the third note, replacing the third note and adding notes to achieve harmony and melody integration. This is shown in Figures 1 and 2 below. On the premise of maintaining the overall structure of the ask students to recite these melodies skilfully to broaden third, Chu Wanghua modified the triad by omitting the Application of arrangement harmony
ask students to recite these melodies skilfully to broaden their vision, become familiar with the pentatonic style of Chinese folk music, and accumulate materials for the accompaniment of folk songs. On the premise of maintaining the overall structure of the third, Chu Wanghua modified the triad by omitting the third note, replacing the third note and adding notes to achieve harmony and melody integration. This is shown in Figures 1 and 2 below. On the premise of maintaining the overall structure of the ask students to recite these melodies skilfully to broaden third, Chu Wanghua modified the triad by omitting the Application of arrangement harmony
Figure 8: Liu Yang River. Figure 7: New Year’s Day. Source: (Chu, 2010)
Figure 8: Liu Yang River. Figure 7: New Year’s Day. Source: (Chu, 2010)
His main areas of research interest are Musicology and Music Education. He is an expert of Thai string music instruments. Mr. PhiPhat Sornyai
His main areas of research interest are Musicology and Music Education. He is an expert of Thai string music instruments. Mr. PhiPhat Sornyai
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