Supplementary Material - 151 English Folk Songs Analysis Table

Abstract 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. Analysis: Applying the concept of stylistic unity to analyse a corpus of 151 English folk songs, identifying key structural, rhythmic, and melodic motifs. 2. Pedagogical Significance: Connecting these identified patterns to cognitive science research, this stage explores their educational relevance and informs teaching strategies that enhance curriculum coherence. 3. Practical Application: 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.摘要 本论文探讨了拉兹洛·多布扎伊（László Dobszay）提出的风格统一性（stylistic unity）概念，及其在音乐教育领域英语民歌的分析与教学应用场景，尤其适用于以英语作为主要教学语言的教育环境。本研究依托认知科学的相关研究成果，采用循序渐进的听唱结合教学法，以解决教育场景中音乐技能培养的现实难题。 本研究分为三个阶段展开：1. 分析阶段：将风格统一性概念应用于包含151首英语民歌的语料库分析，识别其中核心的结构、节奏与旋律动机。2. 教学价值阶段：将上述识别出的音乐模式与认知科学研究成果相结合，探讨其教育意义，并为提升课程连贯性的教学策略提供理论支撑。3. 实践应用阶段：通过详细的课程教学片段，将上述研究成果融入音乐教育实践，以此阐明本研究的直接教学效益。 本研究的方法论结合了定性与定量分析，通过细致的人工标注与统计数据分析，对该民歌合集进行全面系统的考察。这种综合性研究路径不仅深化了学界对英语民歌曲目的认知，还为其高效教育应用构建了一套详尽的实施框架。研究结果证实，风格统一性可有效优化音乐教育策略，助力学生音乐技能培养、风格知识掌握与更深层次的文化鉴赏能力提升。未来研究可拓展至采用计算方法开展更大规模的语料库分析，以强化现有研究结论，并可开展纵向研究以评估此类教学策略的长期教育影响。