Enhancing Artistic Thinking and Literacy in Piano Teaching Through Biotechnological Innovations and Digital Health Integration
Yuan Liu
College of Music QLNU, Qilu Normal University, Jinan, Shandong, 250200, China
DOI:https://doi.org/10.5912/jcb1750
Abstract:
In the context of digital health, where the focus traditionally lies on physical well-being, the importance of aesthetic health—particularly in artistic education—is increasingly gaining attention. This paper explores the neural mechanisms underlying the aesthetic processes in piano art, emphasizing the connection between auditory neural pathways and the elicitation of aesthetic emotions. The study delves into the cultivation of artistic thinking and health literacy within piano teaching, highlighting the neural basis for artistic cognition and the relationship between these mechanisms and the objectives of health literacy courses. The research introduces an aesthetic viewpoint structured pedagogy specifically designed for piano lessons, integrating biotechnological innovations such as neuro feedback and digital health tools. These technologies were used to analyze and enhance student performance, with empirical evidence gathered through the MCP (Musical Cognitive Performance) device, which tracks changes in velocity during touch cycles. The results demonstrate significant improvements: students' playing skills increased by an average of 10 points, playing speed enhanced by an average of 5 times per minute, and musical expression and emotional impact improved by an average of 2 levels. This study provides valuable insights into how biotechnological innovations can be harnessed to develop artistic thinking and literacy in piano education, offering a scientific approach to integrating aesthetic health within the broader framework of digital health. The findings suggest that biotechnologically-enhanced teaching methods can substantially elevate the effectiveness of piano instruction, fostering a deeper connection between students and their musical expression.