Contribution
Enhancing Guqin Learning – Integrating Acoustic Feedback with the Traditional Master-Apprentice Model
* Presenting author
Abstract:
Introduction: Traditional Guqin instruction through the master-apprentice model relies heavily on the teacher’s subjective assessment of sound quality and technique, which can be limited by its inherent subjectivity. Acoustic feedback provides an objective tool to enhance communication of performance quality, potentially making Guqin instruction more effective.Objectives: This study investigates the role of acoustic analysis in Guqin teaching by examining acoustic differences between teachers and students. By identifying measurable parameters, acoustic feedback is designed to supplement traditional pedagogy with objective, quantifiable insights.Methods: Recordings of teacher and student performances on the Guqin and similar plucked instruments were analyzed. Acoustic parameters, including LTAS, intensity contours, and decay patterns, were obtained using Praat software to assess differences in sound quality. Teacher performance data were then compared with student data.Results: Comparison of intensity contours revealed clear differences in decay patterns. Teachers exhibited smoother, gradual decay with consistent peak amplitudes, indicating refined control over plucking force and damping. In contrast, students showed steeper, irregular decay patterns, with lower, inconsistent peak intensities, suggesting limited motor control.Conclusions: The study supports acoustic feedback as a valuable supplement to traditional Guqin teaching, offering objective performance metrics to enhance learning outcomes.