STUDYING THE SELF-ASSESSMENT EXERCISE FOR NON-VOCAL MAJOR AT TAISHAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

Abstract

In the context of increasing global cultural exchange and the diversification of music education, it is essential to explore innovative teaching strategies that meet the evolving needs of students across disciplines. This research aims to enhance the teaching of vocal music to non-vocal majors at Taishan University of Science and Technology by incorporating self-assessment exercises into the traditional teaching model. The study had four primary objectives: to investigate the current state of self-assessment and traditional teaching methods; to construct a self-assessment exercise tailored for non-vocal majors; to implement and test the exercise through experimental teaching; and to evaluate its effectiveness. The research employed a qualitative experimental design using a single-subject ABAB method with four purposively selected first-year students (2 males and 2 females) from a non-vocal major course. The study draws upon a comprehensive review of vocal music literature, including the development of Bel Canto in China and the influence of Western techniques, as well as expert interviews with leading Chinese vocalists. Results show that self-assessment exercises encourage learner autonomy, improve technical and expressive abilities, and support self-directed learning. The constructed exercises covered six dimensions of vocal performance and were validated through expert review. The comparison between self-assessment and traditional methods revealed that integrating reflective practices enhances vocal learning outcomes. This research supports the implementation of student-centered methods in vocal education for non-majors and provides a model for future pedagogical development.