The theory of music education psychology is as follows:

Gestalt means "gestalt" and "whole". This school of thought denies that the understanding of psychological phenomena is equal to its decomposition. The understanding of elements emphasizes that the whole is greater than the sum of its parts, and research interests mainly focus on intuition and problem solving.

Gestalt psychology believes that animals and people perceive and learn things through mutual relationships. The relationship between the size of the volume, the depth of the color, the top, bottom, left and right positions, and the length of presentation time are the keys to perception, learning and memory.

In music teaching, it is related to Gestalt psychology. In the overall theory, you can use the method of "first the whole and then the parts" to clarify the structure of the subject, and you can discover the internal connections between a series of individual facts and techniques, which is conducive to students' memory and knowledge transfer, and future learning will become better. so that the necessary subject materials can be mastered within a limited time.

For example, in the teaching of chorus, the traditional teaching method is to teach and learn one part by one part. Try not to communicate with each other when singing. Wait until each part has learned it before singing together. During the chorus, ask each part not to listen to the singing of other parts to avoid interference.

Under the guidance of the holism of Gestalt psychology, teachers are first required to try their best to help students understand and grasp the sound image of all parts, and each part is required to pay attention to the singing of other parts at any time when singing. Achieve coordination based on understanding other parts.

In instrumental music teaching, the traditional teaching method is to learn one piece at a time and then play it together as a whole, while the overall teaching method requires the teacher to first talk about the music. The overall style is then explained in sections, in which the differences and connections between paragraphs must be paid attention to. Finally, students are explained paragraph by paragraph. During the learning process, students will pay attention to the relationship between paragraphs and make corresponding transitions between paragraphs. Processing of emotional changes.

If we follow the traditional teaching method, we will cut off the connection between the sections of the music, and lack the integrity and macro-understanding of the music in vocal art. It refers to the overall display of the overall operation of people's thoughts, feelings and singing energy. For example, the correct words and the rich voice are the effects of singing method and emotional expression, voice color, singing style and other requirements at the same time.

Thoughts and emotions refer to the singer's emotional processing and artistic sublimation of the song. Singing energy refers to the singer's singing skills, such as singing breathing, articulation, vocal tone, strength of the voice, lightness and darkness of the timbre, etc. .

The overall concept of vocal music teaching does not refer to a single whole. We summarize it as a whole composed of multiple parts. The parts and the whole are both independent and layered with constraints and relationships. are interrelated, and the effect of overall teaching is more than the sum of its parts.

Vocal music teaching under the guidance of whole and part theory requires us to treat every link in vocal music learning as a whole. To treat it, although there are steps, plans and focuses for each stage of learning at each level in the teaching process, the singer's voice, language, and emotions cannot be separated and trained separately, and one-sided emphasis is placed on one aspect of vocal music. A certain performance often hinders the progress of vocal training, which is undesirable.