Quantifying the Integration of Traditional Music and Cultural Elements in Modern Informational Bel Canto Teaching and Optimizing Teaching Strategies

Bel canto, which in Italian can be interpreted as the result of a beautiful quest for volume. It is a wonderful way of singing. This singing method emerged from Italian opera, and after the mutual penetration and compatibility of several different vocal schools in Italy itself and various vocal schools in other European countries, it has become one of the most scientific singing methods recognized all over the world [1-3]. Bel canto singing method has strict norms in teaching, emphasizing the support of deep breathing to the voice, requiring the opening of the throat, erecting the pipes, pursuing mask and overall singing, i.e., training and using the whole human body as a musical instrument. When singing, it is required to give full play to the maximum energy of the human body instrument, so that the sound is majestic and thick, mellow and loud, through and through the long-lasting, with metal-like penetration, extremely rich in artistic expression [4-6]. Over the centuries, in the field of Bel canto emerged a large number of world-famous singers, such as modern Pavarotti, Sutherland and other ten tenors and ten sopranos. Bel canto singing has become a symbol of a country’s vocal music level [7-8].

Due to the short history of Bel canto in China, coupled with disputes between local vocal teaching and foreign teaching, so that we can not communicate sufficiently with the world to learn. The teaching of Bel canto and singing is disturbed, and the vocal point of view and vocal teaching confusion are indistinguishable [9-10]. Since the reform and opening up, with the increasing frequency of cultural exchanges, China’s vocal art and vocal teaching have reached a new level. Since the early eighties, a large number of Chinese young singers have won awards in international competitions, such as Hu Xiaoping, Zhang Jianyi, Zhan Manhua, , Liang Ning, Dilibaier and so on [11-13]. Bel canto has become a scientific singing method that professional vocal teachers and singers study and pursue throughout their lives. Although the history of learning Bel canto is not long in China, as long as we can learn the essence of Bel canto, inherit the excellent heritage of Chinese national vocal music, and sing the repertoire of different nationalities and genres with a scientific singing method in accordance with the principle of applying the past to the present and using the present and the foreign to the Chinese, I believe that there will be more Chinese people who will ascend to the podium of the world’s vocal music art [14-16].

At present, China’s education is in a critical period of reform and upgrading, for the teaching of Bel canto in colleges and universities, how to promote the teaching efficiency to be improved, give full play to the initiative of students, is all educators need to pay attention to [17-18]. Informatization of Bel canto teaching mode needs to be able to follow the differences between each student, to help different students for the completion of the cognitive structure of the construction, combining students’ interest in learning to develop a strong targeted learning program, so that the students’ internal drive to stimulate, constitute a sound cognitive logic, and in accordance with their own actual potential level of development for the best learning methods to be applied, and develop a good understanding of the students. Learning methods to be applied, and develop good Bel canto learning habits [19-21]. However, if you want to promote the full integration of college Bel canto teaching and informationalized vocal teaching, you also need to cultivate students’ own learning interests, fully grasp the students’ actual interests, so as to fully stimulate students’ learning enthusiasm, and obtain good Bel canto teaching results. In addition, it is also necessary to pay attention to the construction of personalized teaching program, which is due to the teaching program set up, according to the actual situation of students’ current learning, master students’ interests, and to carefully analyze the students’ motivation to learn and the potential factors, according to the analysis of the final results of the evaluation of the students’ own comprehensive quality level, the use of the theory of the zone of nearest development, to help students to formulate a strong scientific Teaching program [22-24].

This paper constructs an evaluation system for the integration of traditional music culture elements and modern informationized Bel canto teaching, and after the data standardization process, improves the entropy value method to empower the indicators in the constructed teaching integration evaluation system. The coupling coordination model is embedded in the research on the integration of traditional music culture elements into modern informational Bel Canto teaching, and the integration measurement model for both is constructed. And the internal responsiveness model of the integration system is constructed based on the two subsystems of teaching method integration and teaching content integration. Shandong Province is chosen as the object of empirical research, and the measurement results of the coupling degree and coupling coordination degree of the integration of traditional music and cultural elements into modern informatized Bel canto teaching in 16 cities in Shandong Province during the period of 2018-2023 are used to make an in-depth analysis of the degree of integration of Bel canto teaching in Shandong Province and to put forward the corresponding suggestions on teaching strategies.

2

Measurement model of the integration of traditional music elements and modern Bel canto teaching

2.1

Design of the indicator system for the level of integration and development

In this paper, in accordance with the principles of scientificity, systematicity and feasibility, a comprehensive evaluation system for the integration of traditional music and cultural elements with modern informationalized Bel canto teaching was constructed, including 10 indicators at 3 levels as shown in Table 1.

Table 1.

Integration evaluation index system

Target layer	Criterion layer	Index layer
Traditional music element integrated into modern vocal music teaching (A)	Traditional music element integrated into vocal music teaching method (B1)	Traditional resonant mode in vocal music teaching (B11)
		Traditional singing method in vocal music teaching (B12)
		Traditional pronounce mode in vocal music teaching (B13)
		Traditional timbre control method in vocal music teaching (B14)
		Traditional rhythm feature in vocal music teaching (B15)
	Traditional music element integrated into vocal music teaching content (B2)	Traditional theme in vocal music teaching (B21)
		Traditional style in vocal music teaching (B22)
		Traditional imagery in vocal music teaching (B23)
		Traditional speech in vocal music teaching (B24)
		Traditional passage in vocal music teaching (B25)

2.2

Construction of Fusion Measurement Model

2.2.1

Data standardization

Evaluation indicators have a positive role and a negative role, and there is a great difference in units between different indicators, which can not be compared together, so it is necessary to standardize the original indicators to eliminate unit differences. In this paper, we choose the polar deviation method to standardize the indicators, and at the same time, according to the different roles, establish different standardization formulas:

Positive indicators: (1) $u_{i j} = x_{i j} - m i n (x_{i j}) / \max (x_{i j}) - \min (x_{i j})$

Negative indicators: (2) $u_{i j} = \max (x_{i j}) - x_{i j} / \max (x_{i j}) - \min (x_{i j})$

where u_ij denotes the normalized value of the jth indicator of the ith system. x_ij denotes the original value of the jth indicator of the ith system. max(x_ij), min(x_ij) are the maximum and minimum values in x_ij, respectively.

2.2.2

Entropy method

The assignment of index weights in the process of integrating traditional music cultural elements with modern information-based bel canto teaching is a key part that directly affects the measurement results. The entropy method can effectively avoid the influence of subjective factors, and is suitable for determining the weight coefficient according to the degree of difference between the values of each measurement index when there are a large number of indicators and there is no preference for each index, which can objectively reflect the importance of each index in the measurement system, so the entropy value method can be applied to the measurement of the integration of traditional music culture elements and modern information-based Bel canto teaching, which can be relatively appropriate to evaluate the actual level of teaching integration. In information theory, entropy is a measure of uncertainty, and the calculation of entropy can reflect the degree of system disorder. Specifically, there are m programs to be evaluated, n measurement indicators, the formation of the original indicator data matrix X = (X_ij)_m×n, for a certain indicator X_j, the greater the gap between the indicator value X_ij, the more information the indicator contains and transmits, the greater the corresponding weight, the greater the degree of influence of the indicator on the results of the measurements, the entropy method of the specific steps for the assignment of the indicator is shown below: 1)

Original data matrix construction

According to the constructed index system for measuring the integration of traditional music and cultural elements with modern informationalized Bel canto teaching, the initial data matrices for the level of integration of teaching methods or the level of integration of teaching content were established (X_ij)_m×n: (3) $X_{i j} = (\begin{matrix} X_{11} & ... & X_{1 j} \\ ⋮ & ⋮ & ⋮ \\ X_{i l} & \dots & X_{i j} \end{matrix}) (i = 1, 2... m; j = 1, 2... n)$

In the above equation, X_ij denotes the value of the jth indicator of the level of integration of teaching methods or the level of integration of teaching content in the ith district. 2)

Dimensionless processing of data

As the unit of measurement of each indicator in the measurement index system of the integration of traditional music culture elements and modern informationization of Bel canto teaching is different, it is necessary to standardize the data of each measurement index, and this paper adopts the dimensionless method, which is to use the difference between the variable value of each specific indicator and the minimum value of the variable of that indicator to divide by the difference between the maximum value of the variable of that indicator and the minimum value of the variable of that indicator. The specific formula is as follows: (4) $X_{i j} = \frac{X_{i j} - \min (X_{i j}, X_{2 j} ..., X_{n j})}{\max (X_{l j}, X_{2 j} ..., X_{n j}) - \min (X_{l j}, X_{2 j} ..., X_{n j})}$

Where, i = 1, 2, ...m, j = 1, 2, ...n, min(X_1j, X_2j, …, X_nj) is the minimum value of the jnd indicator max(X_1j, X_2j, ..., X_nj) is the maximum value of the jth indicator, which is recorded as the standardized processed data X_ij. 3)

Calculate the weight of the ith region under the jth indicator in the indicator P_ij: (5) $P_{i j} = X_{i j} / \sum^{m} X_{i j} (j = 1, 2..., n)$

4)

Calculate the entropy value h_j for the jth indicator: (6) $h_{j} = - K * \sum_{i = 1}^{m} P_{i j} l n P_{i j}$

Where K>0, K is related to the number m of programs to be evaluated, i.e. the number of districts. 5)

Calculate the difference coefficient α_j and weights w_j for the jth indicator

For the jth indicator, the smaller the entropy value h_j, the greater the difference in the indicator value X_ij, and the greater the effect on the results of program measurement. The formulas for the coefficient of variation α_j and weights w_j for the jth indicator are as follows: (7) $α_{j} = 1 - h_{j}$ (8) $w_{j} = α_{j} / \sum_{j = 1}^{n} α_{j} (j = 1, 2..., n)$

6)

Calculate the composite indices F(x) and G(y) for the level of integration of teaching methods as well as the level of integration of teaching content in each region: (9) $F (x) = \sum_{j = 1}^{n} w_{j} X_{i j}^{'} (i = 1, 2..., m)$ (10) $G (y) = \sum_{j = 1}^{n} w_{j} Y_{i j}^{'} (i = 1, 2... m)$

2.2.3

Convergence Measurement Modeling

The concept of coupling originally comes from physics, which refers to the phenomenon that two or more systems interact with each other due to the interaction of multiple factors, and the coupling degree describes the degree of influence of this interaction. There is no such index in statistics as the degree of integration of traditional music culture elements and modern informatization of Bel canto teaching, and there are certain difficulties in direct measurement, in view of the existence of interaction between traditional music culture elements and modern informatization of Bel canto teaching, this paper introduces the coupling degree model to measure the development of integration of traditional music culture elements and modern informatization of Bel canto teaching, and the formula for the degree of coupling is: (11) $C = 2 \cdot \sqrt{\frac{F (x) \cdot G (y)}{(F (x) + G (y)) \cdot (F (x) + G (y))}}$

Where F(x) denotes the teaching method integration level subsystem, G(y) denotes the teaching content integration level subsystem, and C is the degree of coupling. The result of the above formula can only reflect the interaction degree of teaching method integration level and teaching content integration level, but cannot reflect the actual development level of the two subsystems, and the result may appear high development level and low coupling degree or low development level and high coupling degree, which is not matched with the coupling degree, therefore, the coupling coordination degree of the teaching method integration level and the content integration level should be measured, to reflect the two subsystems’ actual development level, and the coupling degree of the two subsystems is the coupling degree. Therefore, the coupling coordination degree of teaching method integration level and teaching content integration level should also be measured to reflect the real situation of the two subsystems’ development level and coupling degree, so as to make the evaluation results more scientific: (12) $L = a F (x) + b G (y)$ (13) $S = \sqrt{C \cdot L}$

Where L represents the comprehensive development level of teaching method integration and teaching content integration, a and b are coefficients to be determined, representing the influence coefficients of teaching method integration and teaching content integration on the comprehensive development level, respectively, and set a=0.85 and b=0.15. S is the degree of coupling harmonization, so that the actual development level of teaching method integration and teaching content integration and the degree of coupling of both of them are able to be unified and expressed, thus better reflecting the fusion level of traditional music culture elements and modern informationized Bel canto teaching.

Since C ∈ (0, 1] and L ∈ (0, 1], the coupling coordination degree S ∈ (0, 1], the more the value of S tends to be close to 1, which indicates that the coordination between the integration of teaching methods and the integration of teaching content is better. When F(x) > G(y), it indicates that the pedagogical content integration is relatively lagging. When F(x) < G(y), it indicates that teaching method integration is relatively lagging. By comparing the values of the coupling coordination degree, the degree of matching and coordination between the integration of teaching methods and the integration of teaching content can be derived. Referring to the research results of related literature, the evaluation level of the coupling coordination degree is shown in Table 2.

Table 2.

The division of coupling coordination level

S	Coupling coordination level
0<S≤0.2	Extreme recession
0.2<S≤0.3	Severe recession
0.3<S≤0.4	Moderate disorder
0.4<S≤0.5	Mild disorder
0.5<S≤0.6	Reluctant coordination
0.6<S≤0.7	Primary coordination
0.7<S≤0.8	Good coupling
0.8<S≤1	High-quality coupling

2.2.4

Modeling the internal responsiveness of the fusion system

On the basis of the coupling and coordination degree analysis of the traditional music culture elements and modern informationized Bel canto teaching fusion system, it is also possible to further study the process and intensity of the role of the two major sub-systems within the fusion of the traditional music culture elements and modern informationized beautiful voice teaching with each other [25]. The responsiveness model within the fusion system of traditional music culture elements and modern informationized beautiful voice teaching is introduced: (14) $β = \frac{d F U}{d F I} * \frac{F I}{F U}$ (15) $λ = | β |$ (16) $η = \frac{d F I}{d F U} * \frac{F U}{F I}$ (17) $ω = | η |$

where β is the content integration response index of teaching method integration, $\frac{d F U}{d F I}$ is the derivative of the level of teaching content integration to teaching method integration, FU and FI represent the comprehensive evaluation index of teaching content integration and the comprehensive evaluation index of teaching method integration, respectively, if β is positive, it means that the integration of teaching method plays a facilitating role to the integration of teaching content, and if it is negative, it means that the integration of teaching method has an inhibitory effect, and when β=0, it indicates that the level of teaching method integration does not have any effect on teaching content integration. λ is the responsiveness of pedagogical method integration to content integration, which is numerically equal to the absolute value of β. The larger the value of λ, the greater the degree of influence of pedagogical method integration on content integration, and vice versa. η is the response index of pedagogical method fusion for content fusion, $\frac{d F I}{d F U}$ is the derivative of pedagogical method fusion to pedagogical content fusion, similarly, the nature of the role of pedagogical content fusion on pedagogical method fusion can be judged according to the positivity and negativity of η, with the positive value representing the facilitating effect and the negative value representing the inhibitory effect, and 0 indicating that it does not have any effect, ω is the responsiveness of the level of pedagogical content fusion to pedagogical method fusion, and it is numerically ω is the responsiveness of the level of teaching content integration to the integration of teaching methods, which is equal to the absolute value of η. The greater the value, the more important the integration of teaching content is to the integration of teaching methods, and vice versa, the smaller it is.

3

Measurement results of the integration of traditional music elements and modern Bel canto teaching

This paper takes 16 cities in Shandong Province as the object of empirical research. It explores the integration of traditional music culture elements and modern informationized Bel canto teaching in 16 cities in Shandong Province in the six years from 2018 to 2023. First, the entropy value method was used to calculate the weight of each index in the comprehensive evaluation system of the integration of traditional music culture elements and modern informationized Bel canto teaching. Secondly, using the coupling degree function and the coupling coordination degree model, the coupling degree and the coupling coordination degree of traditional music cultural elements and modern informatized Bel canto teaching in 16 cities in Shandong Province in 2018-2023 were calculated, and the current situation of the development level of the fusion of traditional music cultural elements and modern informatized Bel canto teaching in Shandong Province was analyzed based on the results of the measurement.

3.1

Determination of the weights of the indicators of the integration system

The entropy value method was used to calculate the indicators in the evaluation index system for the integration of traditional music and cultural elements with modern Bel canto teaching constructed in section 2.1, and the results of the weight calculation are shown in Table 3.

Table 3.

Teaching integration index weight calculation results

Index	Entropy e_j	Difference coefficient p_j	Index weight w_j
Traditional resonant mode in vocal music teaching (B11)	0.9121	0.1182	0.103
Traditional singing method in vocal music teaching (B12)	0.9345	0.1606	0.125
Traditional pronounce mode in vocal music teaching (B13)	0.8799	0.1211	0.124
Traditional timbre control method in vocal music teaching (B14)	0.8081	0.1613	0.076
Traditional rhythm feature in vocal music teaching (B15)	0.8708	0.1317	0.112
Traditional theme in vocal music teaching (B21)	0.9382	0.1852	0.106
Traditional style in vocal music teaching (B22)	0.9069	0.1466	0.093
Traditional imagery in vocal music teaching (B23)	0.9255	0.1331	0.104
Traditional speech in vocal music teaching (B24)	0.8848	0.0863	0.081
Traditional passage in vocal music teaching (B25)	0.8318	0.0875	0.076

3.2

Analysis of fusion measure results

The results of the calculation of the coupling degree index of the integration of traditional music cultural elements and modern informationized Bel canto teaching in 16 cities in Shandong Province from 2018 to 2023 are shown in Table 4, and the results of the calculation of the coupling coordination degree are shown in Table 5.

Table 4.

2018-2023 Shandong province 16 cities teaching integration coupling degree

City/year	2018	2019	2020	2021	2022	2023
Qingdao	0.904	0.899	0.911	0.926	0.950	0.962
Jinan	0.908	0.887	0.875	0.892	0.913	0.928
Weifang	0.914	0.896	0.916	0.927	0.939	0.943
Yantai	0.877	0.858	0.905	0.913	0.884	0.919
Weihai	0.844	0.891	0.937	0.895	0.883	0.864
Zibo	0.877	0.842	0.881	0.911	0.922	1.000
Linyi	0.885	0.909	0.892	0.899	0.924	0.948
Zaozhuang	0.961	0.859	0.893	0.879	0.980	0.898
Jining	0.826	0.853	0.829	0.847	0.909	0.916
Donying	0.893	0.905	0.938	0.914	0.950	0.961
Dezhou	0.594	0.626	0.805	0.893	0.903	0.955
Rizhao	0.848	0.895	0.899	0.885	0.887	0.895
Taian	0.907	0.864	0.848	0.905	0.926	1.000
Heze	0.910	0.876	0.885	0.897	0.949	0.932
Binzhou	0.880	0.878	0.881	0.872	0.918	0.939
Liaocheng	0.871	0.843	0.929	0.955	0.979	0.991

Table 5.

2018-2023 Shandong province 16 cities teaching integration coupling coordination degree

City/year	2018	2019	2020	2021	2022	2023
Qingdao	0.408	0.494	0.529	606	0.758	0.903
Jinan	0.429	0.539	0.636	0.631	0.876	0.913
Weifang	0.420	0.509	0.541	0.622	0.755	0.886
Yantai	0.287	0.295	0.343	0.533	0.573	0.581
Weihai	0.546	0.538	0.598	0.634	0.672	0.685
Zibo	0.442	0.458	0.528	0.537	0.637	0.656
Linyi	0.372	0.442	0.506	0.552	0.465	0.573
Zaozhuang	0.484	0.472	0.575	0.695	0.667	0.741
Jining	0.518	0.486	0.566	0.638	0.658	0.722
Donying	0.263	0.349	0.394	0.488	0.519	0.565
Dezhou	0.463	0.477	0.506	0.518	0.543	0.592
Rizhao	0.321	0.383	0.374	0.416	0.471	0.524
Taian	0.554	0.539	0.623	0.638	0.766	0.786
Heze	0.370	0.398	0.447	0.463	0.501	0.575
Binzhou	0.346	0.399	0.381	0.518	0.541	0.567
Liaocheng	0.461	0.502	0.548	0.575	0.588	0.656

From the calculation results of the coupling degree and coupling coordination degree of traditional music culture elements and modern informatization Bel canto teaching in Shandong Province, it can be seen that the 16 prefecture-level cities in Shandong Province studied in this paper have shown a yearly increasing trend in the development level of the fusion of traditional music culture elements and modern informatization Bel canto teaching in the six years from 2018 to 2023.In 2023, the development level of the fusion of traditional music culture elements and modern informatization Bel canto teaching in the 16 cities in Shandong Province has shown a yearly increasing trend. Informatization Bel canto teaching coupling degree all in the range of [0.5,1], the coupling degree is high. Among them, the coupling coordination degrees of Qingdao, Jinan, and Weifang are 0.903, 0.913, and 0.886 respectively, all of which are located within (0.8,1], and belong to high-quality coupling. The coupling coordination degrees of Yantai, Weihai and Zibo are 0.741, 0.722 and 0.786 respectively, which are within the interval of (0.7, 0.8], and belong to good coupling. The coupling coordination degrees of Linyi, Zaozhuang and Jining are 0.685, 0.656 and 0.656 respectively, which are within the range of (0.6, 0.7] and belong to primary coordination. The coupling coordination degrees of Dongying, Dezhou, Rizhao, Taian, Heze, Binzou and Liaocheng are all within the range of (0.5, 0.6], belonging to the barely coordination.

Among the 16 prefecture-level cities in the province, Qingdao City has the highest level of development of the integration of traditional music and cultural elements with modern informationalized Bel canto teaching, from 0.429 in 2018 to 0.913 in 2023, which develops from the stage of mild dissonance to the stage of quality coordination. Jinan and Weifang developed faster, and these two cities developed from 0.408 and 0.429 in 2018 to 0.903 and 0.886 in 2023, respectively, both of which realized the leap from the stage of mild dissonance to the stage of quality coordination.

3.3

Analysis of the spatial pattern of integration

According to geographic regions, Shandong Province is divided into six regions: central Shandong (Jinan, Zibo, Weifang, Tian), Northeast Shandong (Yantai Weihai Qingdao), western Shandong (Liaocheng), southwestern Shadong (Heze, Jining), southeastern Shandong (Rizhao), and northwestern Shandong (Dezhou, Binzhou, Dongying). The coefficient of integration variability and the degree of coupling coordination of these six regions in 2023 are calculated, and the results are shown in Table 6.

Table 6.

System coupling coordination and integration difference coefficient

Region	Integration difference coefficient	Coupling coordination degree
Central Shandong	0.2105	0.731
Northwest Shandong	0.3284	0.648
West Shandong	0.2245	0.612
Southwest Shandong	0.2516	0.717
Southeast Shandong	0.1882	0.565
Northeast Shandong	0.1775	0.741

Since both Southeast Shandong and western Shandong have only one city divided within their regions, these two regions have the lowest integration differentiation coefficients of 0.1882 and 0.1775, respectively, and their coupling coordination degrees of 0.565 and 0.741, which belong to the stage of barely coordinated and well-coupled, respectively. Among other regions, central Shandong has the highest coupling coordination degree of 0.731, which is in the good coupling stage, and its integration difference coefficient is the lowest, which is 0.2105, indicating that the integration of traditional music culture elements and modern informationized Bel canto teaching is the best in central Shandong, and the development within the region is more balanced. Among all the regions, the highest integration variability coefficient is in Northwest Shandong, whose integration variability coefficient reaches 03284, and the coupling coordination degree is 0.648, which is in the primary coupling stage, and the overall integration degree of traditional music culture elements and modern informatization of Bel canto teaching in this region is better, but the polarization phenomenon within the region is the most serious among the six regions, and it should be paid attention to.

3.4

Optimization of teaching strategies

From the previous situation of the integration of traditional music elements and modern Bel canto teaching in Shandong Province, although the integration of the two has achieved a better overall effect, there still exists an imbalance in the development of local integration. In order to promote better integration of traditional music elements and modern Bel Canto teaching, this paper optimizes the existing teaching strategy for Bel Canto integration.

Bel canto teaching should be clear about the purpose of teaching, and when integrating tradition and culture, it needs to be reasonably penetrated, and it should also be appropriately combined with the organic combination of Western vocal culture, so as to cultivate high-quality vocal talents. When integrating traditional culture, we should ensure that the teaching mode of Bel canto is up to date, and we should emphasize the teaching of skills, but also ensure that the cultural quality of students is effectively enhanced. 1)

Emphasize the teaching of ethnic singing

Modern ethnic Bel canto singing cannot be separated from the support of the singing techniques of traditional operas, operatic songs, and folk songs. In Chinese traditional vocal theory, there have been clear provisions for singing vocalization, voice, and performance common sense, etc. Teachers can make students benefit greatly from the study of ethnic beautiful voice singing by carefully refining these contents.

2)

Organic combination of emotion and teaching

Teachers should understand the purpose of teaching Bel canto and integrate emotions into their teaching, so that the penetration of traditional music and culture is more natural. This is mainly determined by the attributes of music. People release their emotions and vent their feelings through music. Different musical works have different emotional and cultural connotations, which makes music full of vitality. If Bel canto teachers want to effectively show this vitality of music in front of students and improve students’ motivation to learn, they should actively promote the combination of traditional music culture and teaching, and moderately integrate emotions. Teachers should have certain methods and purposes when integrating emotions, to ensure that the emotions are perceived and accepted by students in an appropriate way, so that students can empathize and gradually experience the charm of traditional culture in music, and realize the integration of Bel canto teaching and traditional music culture.

3)

Stimulate students’ perceptual potentials

When stimulating students’ perceptual ability to music, teachers should be clear about the significance of learning. It is necessary to combine the stimulation of this ability with traditional music culture, so that the quality of Bel canto teaching can be further improved. In the teaching of Bel Canto, traditional music and culture can be organically integrated, so that they become a unified whole and can be perceived and understood by students. When students fully perceive the essence of the culture, they can truly understand the content of the culture, and will have appropriate interpretation and rendition of musical works, and even a unique style. Students’ perceptual ability is yet to be developed, which cannot be separated from teachers’ careful preparation and skillful excavation. In the process of excavation and cultivation, we can’t neglect the integration of traditional music culture and the content of Bel canto teaching, to ensure that the content meets the cognitive level of students, and the degree of difficulty is appropriate, so that the students’ perceptual ability can be effectively excavated.

4

Conclusion

In this paper, traditional music culture elements are integrated into modern informationized Bel canto teaching, and a coupled coordination model is introduced to quantify the integration of traditional music culture elements with modern informationized Bel canto teaching. An empirical study is conducted in Shandong Province, according to which corresponding strategies for teaching Bel canto are proposed.

From 2018 to 2023, the development level of the integration of traditional music and cultural elements with modern informatization of Bel canto teaching in 16 prefecture-level cities in Shandong Province increased year by year. Among them, the coupling coordination degrees of Jinan, Qingdao and Weifang are all located within (0.8, 1], which are in the stage of high-quality coupling. The coupling coordination degree of Yantai, Weihai, and Zibo is within the interval of (0.7, 0.8), which is in the good coupling stage. The coupling coordination degree of Linyi, Zaozhuang, and Jining is within the range of (0.6 to 0.7), which belongs to the primary coupling stage. The coupling coordination degrees of Dongying, Dezhou, Rizhao, Taian, Heze, Binzou, and Liaocheng are all within the range of (0.5 to 0.6), which is barely coordinated.

Excluding Southeast Shandong and Northeast Shandong, Central Shandong has the highest coupling coordination degree (0.731) for the integration of traditional music elements and modern aesthetic education, which is a good coupling, and its integration variability coefficient is the lowest (0.2105), which is the best and the most balanced level of integration in Central Shandong. Northwest Shandong has the highest coefficient of fusion variability (0.3284), its coupling coordination is 0.648, which is considered primary coupling, and it has better overall fusion but the most unbalanced level of fusion.

Language:: English

Publication timeframe:: 1 times per year
Journal Subjects:: Life Sciences, Life Sciences, other, Mathematics, Applied Mathematics, General Mathematics, Physics, Physics, other

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Quantifying the Integration of Traditional Music and Cultural Elements in Modern Informational Bel Canto Teaching and Optimizing Teaching Strategies

Kun Han

Kai Zhong

Published Online: Mar 24, 2025

Received: Nov 04, 2024

Accepted: Feb 07, 2025

DOI: https://doi.org/10.2478/amns-2025-0727

KeywordsEntropy value method, Coupling coordination model, Traditional music elements, Modern Bel canto teaching, Integration degree

© 2025 Kun Han et al., published by Sciendo

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Keywords
Entropy value method, Coupling coordination model, Traditional music elements, Modern Bel canto teaching, Integration degree