Modern Social Science Research

Current teaching practices in the creative music composition module at the high school level face practical challenges including insufficient student engagement and fragmented cultivation of creative competencies. This study employs the somatokinetic rhythm pedagogy to explore a novel instructional paradigm that utilizes bodily kinesthesia as a cognitive medium. By deconstructing the core compositional element—rhythmic patterns—we have established a three-phase dynamic instructional model encompassing "rhythmic perception, corporeal translation, and improvisational construction." Innovative "gestalt completion-style" task designs guide students to achieve multimodal transformation from auditory perception to visual representation and kinesthetic memory through bodily movements, operating within constrained tonal modes, harmonic sequences, and structural frameworks. The conceptual framework prioritizing "bodily kinesthesia as medium" and "rhythmic elements as core" provides a methodological reference for music composition pedagogy. Its "kinesthetic-priority" instructional logic demonstrates paradigm-shifting value in advancing the development of core musical literacy competencies, fundamentally reconstructing the cognitive architecture of music creation education through embodied learning mechanisms.

Body rhythm pedagogy; High school music composition; Rhythmic deconstruction; Cloze-style teaching