Supplementary Material - 151 English Folk Songs Analysis Table

<b>Abstract</b>This thesis explores the concept of stylistic unity as proposed by László Dobszay and its application in the analysis and pedagogical use of English folk songs in music education, particularly in contexts where English serves as the primary language of instruction. Supported by insights from cognitive science, this research employs a sequential, aural-vocal approach to address the challenge of developing musical skills in educational settings. The investigation unfolds in three stages: 1. <b>Analysis</b>: Applying the concept of stylistic unity to analyse a corpus of 151 English folk songs, identifying key structural, rhythmic, and melodic motifs. 2. <b>Pedagogical Significance</b>: Connecting these identified patterns to cognitive science research, this stage explores their educational relevance and informs teaching strategies that enhance curriculum coherence. 3. <b>Practical Application</b>: Integrating these insights into music education through detailed lesson segments, thereby illustrating the direct pedagogical benefits of the research. The methodology combines qualitative and quantitative analyses, employing detailed manual annotation and statistical data analysis to thoroughly examine the song collection. This comprehensive approach not only enriches understanding of the English folk song repertoire but also establishes a detailed framework for its effective educational use. The findings support the potential of stylistic unity to significantly enhance music education strategies, fostering skill development, stylistic knowledge, and a deeper cultural appreciation. Future research might expand to a larger corpus analysis with computational methods to enhance the findings and undertake longitudinal studies to evaluate the long-term educational impacts of these strategies.

<b>摘要</b>本研究探讨了拉斯洛·多布扎伊（László Dobszay）提出的风格统一性（stylistic unity）概念，及其在音乐教育中英语民歌的分析与教学应用——尤其针对以英语为主要教学语言的场景。依托认知科学（cognitive science）的洞见，本研究采用序列式听觉-发声方法（sequential, aural-vocal approach），旨在解决教育场景中音乐技能培养的难题。研究分三个阶段展开：1. <b>分析</b>：将风格统一性概念应用于151首英语民歌语料库（corpus）的分析，识别关键的结构、节奏及旋律动机（melodic motifs）。2. <b>教学意义</b>：将识别出的模式与认知科学研究相联系，探究其教育相关性，并为提升课程连贯性（curriculum coherence）的教学策略提供依据。3. <b>实践应用</b>：通过详细的课程片段将这些洞见融入音乐教育，从而阐明本研究的直接教学价值。研究方法结合了定性与定量分析（qualitative and quantitative analyses），通过详细的人工标注（manual annotation）和统计数据分析，对歌曲语料库进行全面考察。这种全面的方法不仅深化了对英语民歌曲目库（repertoire）的理解，还为其有效教育应用建立了详细框架。研究结果表明，风格统一性具备显著优化音乐教育策略的潜力，可促进技能培养、风格知识掌握及更深层次的文化鉴赏。未来研究可拓展至更大规模的语料库分析，并结合计算方法以深化研究结果；同时可开展纵向研究（longitudinal studies），评估这些策略的长期教育影响。