



















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 3, No. 1, June 2023, pp. 1-16. 
DOI: 10.53889/jgl.v3i1.213 

-------------------------------------------------------- 

 

A reform of Solfeggio course and application PDCA cycle for 

music majors at Dalian University  
 

Zhang Lina & Pramote Danpradit 

 

Department of Music, Faculty of Music, Bangkok Thonburi University, Thailand 

 

 

Article Info  ABSTRACT 

Article history: 

Received February 14, 2023 

Revised   May 1, 2023 

Accepted June 6, 2023 

 

 The purpose of the paper is to present the concept of the reform 

of the Solfeggio course by application PDCA cycle for music 

majors. Research and teaching tools built with a small group of 

26 volunteer students. The PDCA process is used to increase 

learning management, company management, and instruction 

enhancement. In order to further progress instructional 

methodologies and ideas. The Solfeggio course syllabus from 

2006 is being rewritten for the 2020 edition. The practicability 

of the course has also improved, and student enthusiasm for the 

course has increased in the classroom. General survey outcome 

found that 90% of students agree that lecturers should raise the 

quality of teaching, dare to innovate, and increase the 

attractiveness of the classroom to students. The results indicated 

that 12.4% of the students are extremely, 77% are somewhat 

satisfied, 17% are not satisfied, and 9.3% are very dissatisfied. 

 

Keywords: 

Dalian University  

Music majors  

PDCA cycle  

Solfeggio course  

  

This is an open access article under the CC BY-SA license. 

 
Corresponding Author: 

Zhang Lina  

Faculty of Music  

Bangkok Thonburi University 

Thailand 

Email: 505205114@qq.com 

 

1. INTRODUCTION   

This paper is an attempt to apply the concept of Dr. Edwards Deming to the solfeggio 

course for music majors at the Dalian University of the Arts College. The key strategy is the 

Deming cycle concept, which is used to address two significant issues: the development of self-

paced learning in response to the issue of online learning under the threat of the COVID-19 

outbreak and the issue of identifying one's own needs or taking into account one's own skill 

development. That is to say, during the pandemic school closure when there was still teaching 

or learning online, students and teachers were split up and unable to react or address issues with 

their skills right away. Another option for addressing issues with teaching and learning is to 

select alternative methods of instruction. In order to better understand the PDCA, which has 

turned into a lesson plan, this post will also discuss some of its consequences and potential 

remedies. 

https://creativecommons.org/licenses/by-sa/4.0/


2 

 

The Dalian University of the Arts College places a strong emphasis on practical qualities 

and excels at teaching from repertory. Repertory is the focus of art practice teaching, which 

combines teaching and performance. A project is a vehicle for the integration of learning, doing, 

and producing; competition is the pull; exhibition and competition integration is the leader; 

industry, university, and league integration is the goal; and social service is the goal. The three 

classes that make up art instruction are linked together, with the first class consisting of theory 

and practice lessons that follow the lesson plan. The second classroom will be used for 

extracurricular art practice instruction, while the third classroom will be used for extracurricular 

art practice activities. Dalian University of Arts has recently produced nine big plays in a row, 

which also makes it a great place to conduct research on real-world music instruction. One of 

the works, "Silk Road Youth," was incorporated into the solfeggio training teaching system by 

the researcher, who also used the concepts of applicability and practicality to create a Solfeggio 

training teaching manual that could adequately represent our college. Show deep and contains 

the culture, young people's beautiful and rich flavor, the element of time and space of historical 

and modern, east and west, optimize integration, to the beginning and end, the veins of the four 

chapters are combined, presents a picture of ancient and modern, an audio-visual feast, and the 

exchanges with stage drama artistic rendering. 

The authors created a tool to be used for trials with some students in the first semester 

of the 2022 academic year. The tool and preliminary trial were conducted with a small group 

of 26 volunteer students, and the contents and trial results included the Deming cycle, the 

solfeggio course syllabus, teaching for the solfege course with the PDCA cycle, and the 

application PDCA cycle. 

  

2. THE DEMING CYCLE 

The Deming cycle, or PDCA process, is credited with being developed as a result of Dr. 

Edwards Deming's presentation in Japan in 1950. Starting in the 1600s with Galileo and the 

philosophy of science, the presentation will trace the evolution of the scientific method and the 

science of improvement. The founder of modern science, Galileo Galilei (1564–1642), made 

fundamental contributions to experiment design. Francis Bacon (1561-1626) believed that 

knowledge should follow a predetermined pattern and that humans learn by deduction and 

induction. In 1872, William James and Charles Peirce asserted that conduct is influenced by 

knowledge and that truth is established by the best possible outcomes. Building on the 

Pragmatist Model and Providing a Bridge for the PDCA, Clarence Irving Lewis (1883-1964) 

Theodore Irving, Charles Pierce, and William James had a big impact on Lewis. According to 

Clarence Irving Lewis, conceptions are presumptuously applied to every given experience, 

whereas truth is unquestionable and must be differentiated by empirical verification. Both Dr. 

Deming and Dr. Walter A. Shewhart were greatly influenced by Lewis's book (Sallis, 2005; 

Matsuo and Nakahara, 2013; Mine, 2012).  

Deming introduced the plan-do-check-action, or PDCA cycle, in his lectures from 1950 

and 1951. The activities of the Japanese QC, TQC, and QC circles all included this cycle. 

Pragmatism was strongly supported by John Dewey (1859–1952) in his lifetime. Clarence 

Irving Lewis (1883–1964) establishes a link for the PDCA Cycle by building on the Pragmatist 

Model. Clarence Irving Lewis was greatly influenced by both Charles Pierce and William 

James. Clarence Irving Lewis argues that whereas ideas are automatically applied to any given 

experience, truth is indisputable and must be distinguished by empirical verification. Dr. Eming 

and Walter Shewhart both credited Lewis' book with having had a significant influence. 

Deming first discussed the plan-do-check-act (PDCA) cycle in his lectures from 1950 and 1951. 

This cycle was incorporated into the activities of the Japanese QC, TQC, and QC circles (Sallis, 

2005; Moen & Norman, 2009; Bo, 2010). 



3 

 

Sallis (2005) argues that the Deming cycle, also known as the Plan-Do-Check-Act 

(PDCA) cycle, is an established tool frequently used in the process of improving teaching. It is 

a collaborative professional development strategy. Understanding the PDCA cycle's history 

allows us to conclude that the pragmatic model had a significant impact on the cycle's inception. 

(Matsuo & Nakahara, 2013) The PDCA cycle is a strategy that can be used to improve 

instruction and advance teaching. We can therefore combine them for study. As mentioned 

above, most music teachers are unaware of the concept of the Deming cycle, which has long 

been used to improve education, learning management, and business management (Mine, 

2012). The author is aware of the concept of the Deming cycle and therefore applied this 

concept to designing and planning learning according to the Deming cycle. 

 

3. SOLFEGGIO COURSE SYLLABUS 

To improve the teaching of solfeggio, Dalian Art College monitored the entire process 

and implemented four changes between 2006 and 2020. To improve Solfeggio's teaching, 

Dalian Art College monitored the whole process and implemented four reforms from 2006 to 

2020. The fundamental goal of education is to identify such tactics that respect individual 

diversity while also working to ensure that students develop to their greatest potential. In the 

Solfeggio course syllabus (2006) for the 2020 edition, the Solfeggio course's "results-oriented 

education" approach is being revised in order to better advance instructional strategies and 

ideas. The teaching curriculum has once again been scientifically adjusted in accordance with 

the "learning" and "learning" two kinds of knowledge, making it obvious that the aesthetic 

situation of music theory has been liberated from the "complicated technical theory" (Palmer, 

1998; Matsuo and Nakahara, 2013).  

Students are allowed to develop their understanding of music beyond the theoretical 

level by being taught about its composition, the occurrence and application of the law, how to 

restore the actual sound of music, and the role of theory in directing creative practice (Stauffer, 

2003; Chien, 2007). Solfeggio training course relevance to other related professional courses is 

enlarged (Lena & Feng, 2009; Jingxing & Hong, 2011), the practicability of the course 

improves, and student excitement for the course increases in the classroom (Table 1). The 

following is how the directors outlined the problems with the reform: 

1. Teaching form: Change to a small class with about 20-25 students in each class. 
2. Examination methods and paper structure; 

2.1 Test format: closed-book written exam and solfeggio oral exam. 

2.2 Solfeggio: solfeggio in the first and second semesters of the designated range of 

songs learned; in the third and fourth semesters of songs not prepared, solfeggio 

three up and three down. 

2.3 Performance evaluation: 30% in normal time (questions in class) and 70% in 

paper test (60 points in written test + 40 points in solfeggio). 

3. The training of the student's ability to listen to music, the students' sense of style, 
sense of rhythm, beat, melody, and phonoreception; after taking this course, the 

students' rich music language; the pupils' music memory; the students' taste; and to 

help the students learn music and establish a solid foundation for the performance 

of music (Jingxing & Hong, 2011). 

4. Refer to 2011: the teaching materials for solfeggio practice were changed to the 
Practical Solfeggio Practice Course, which focused on developing students' practical 

skills in the areas of tone perception, rhythm, multi-sound thinking, and style while 

also emphasizing the applicability and practicability of teaching solfeggio practice 

to music majors in art colleges (Lena & Feng, 2009). There are five chapters in this 

book. The first chapter is toning exercises; the second chapter is the practice of C 



4 

 

clef; Chapter three is multi-voice practice; Chapter four is the practice of playing 

and singing; and Chapter five is style practice. 

5. Refer to the 2015 version: In the 2015 version, the solfeggio and ear training courses 
and teaching techniques have been updated to meet the demands of application-

oriented ability training. Utilizing the development of employability for music 

service occupations as the guiding premise for instruction, Students are encouraged 

to actively engage in social art practice activities by using classroom practice as the 

teaching method and practical situational audio listening experiences. For instance, 

massive off-campus music rehearsals (concerts, variety shows); musically themed 

activities; competitions at the state and federal levels, etc. Dalian Jinzhou Cultural 

Center, Gangxi Primary School, Dongju Primary School, Green Primary School, 

Xinqiao Primary School, and Jinyuan Primary School are some of the institutions in 

the Dalian Development Zone. 

6. Refer to 2020: the solfeggio course's "results-oriented education" approach is being 
revised in order to better advance instructional strategies and ideas. The teaching 

curriculum has once again been scientifically adjusted in accordance with the 

"learning" and "learning" kinds of knowledge, making it obvious that the aesthetic 

situation of music theory has been liberated from the "complicated technical theory." 

Allow students to develop their understanding of music beyond the theoretical level 

by teaching them about its composition, the occurrence and application of the law, 

how to restore the actual sound of music, and the role of theory in directing creative 

practice. The usefulness of the Solfeggio training course is improved in the 

classroom, as is its connection to other courses. 

 

Table 1 the teaching syllabus of solfeggio course revised in 2020 

 

 Teaching reform using solfeggio and ear training improves in-class and out-of-class 

instruction, helps students understand the sound of music and its reduction applications, fosters 

students' proficiency in singing and music practice activities, and improves their capacity for 

Course Course objectives 

1 Basic knowledge: 

1. Master accurate knowledge of solfeggio and sight-reading works 

2. Master the basic theoretical knowledge of music 

2 Core Knowledge: 

1. Master the knowledge of music teaching in primary and secondary schools 

and kindergartens 

2. Master the professional knowledge of self-playing and self-singing 

3 Expand knowledge: 

Knowledge of multi-part music singing 

4 Basic Skills: 

1. Ability to accurately solfege and play new works 

2. Ability to analyze and judge new songs 

5 Professional Skills: 

1. Have the ability to music teaching in primary and secondary schools and 

kindergartens 

2. Have the ability to play and sing 

6 Development ability: 

Practical application ability of basic knowledge of various music theories 



5 

 

deductive reasoning about music. diminishing power and esteem. Through the reform of the 

solfeggio course, which actively explores the reform of teaching content and exam format, 

increases practice of the teaching content in class and outside of class instruction, and helps 

students learn and comprehend the sound of musical compositions while regaining application 

skills, Develop pupils' sound and accurate reductive, deductive, and musical appreciation skills 

in the classroom (Bo, 2010; Shakman et.al., 2017).  

However, the continuous development of the curriculum, especially in terms of content, 

does not prevent the study of solfeggio and ear training from achieving higher learning 

outcomes. Upon re-examination, it was found that there was still a lack of teaching that the 

learners had to rely on for self-improvement practice. Therefore, the trial used another teaching 

method. Therefore, it is another alternative to experimentation for teaching development. They 

expect to have better academic performance and an attitude toward developing their skills to a 

higher level. 

  

4. THE TEACHING FOR SOLFEGE COURSE WITH PDCA CYCLE  

The PDCA cycle theory is included in the solfeggio course to enhance teaching 

strategies and teacher effectiveness. A diverse and multi-directional evaluation system for the 

solfeggio ear training course is built by detecting difficulties, examining causes, devising 

solutions, and compiling experience. Make the entire closed loop truly useful for teaching 

solfeggio, making the teaching process as a whole more seamless. Practicality is the guiding 

premise of the pragmatic teaching philosophy, and the pragmatic method is an activity-based 

approach (Matulich et.al., 2008; Moen & Norman, 2009; Bo, 2010; Mine, 2012; Matsuo & 

Nakahara, 2013; Shakman et.al., 2017). 

 4.1 Solfege course by PDCA teaching cycle  

  Solfege course has a guiding relevance for the instruction of music theory. It is a 

philosophy that is both pragmatic and forward-thinking. It views education as an ongoing, 

dynamic process. The educational process is one of progressive growth, John Dewey once 

stated in one of his writings. PDCA teaching cycle, through the continuous cycle of four stages 

of Plan, Do, Check and Act, repeated deliberation (Figure 2), check and fill in the gaps, forming 

an effective closed loop of classroom teaching practice (Lena & Feng, 2009; Jingxing & Hong, 

2011). 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



6 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 2  PDCA teaching cycle for Solfeggio curriculum (Lina, 2023) 

 

   Plan: According to the index point matrix diagram of the graduation basic 

requirements of the solfeggio ear Training course, the provisions for graduates are put forward 

from three aspects: knowledge structure, ability structure, and quality structure. According to 

this requirement, the teaching syllabus for solfeggio and ear training was prepared. According 

to the syllabus, a 12-week curriculum plan was prepared. The expert group will submit the 

syllabus and lesson plan for evaluation. This section can be used as the "big loop" in the PDCA 

loop. Lessons 1 and 2 are part of the "12-Week Course Plan." Think of it as a "small loop" in 

the PDCA loop. In "Taking the Lesson plan of lesson 1 as an example", the teaching purpose, 

teaching requirements, and teaching difficulties in this lesson become the plan. You can also 

think of it as a "smaller loop." 

Do: Course plan, Lesson 3-8 is the doing part of the overall plan. This section of content 

can be used as a "small loop" in the PDCA loop. Guided learning during class periods: teachers 

evaluate students' completion of preparation class tasks in class, guide students to further 

strengthen the training content, and complete the training of knowledge, ability, and quality. 

Something like this is the doing part of this lecture. This section can be used as a "smaller loop" 

within the PDCA loop. The teaching method is a combination of online and offline. Therefore, 

teachers can also publish after-class tasks online to better consolidate the knowledge points in 

class and strengthen the learning content in class. 

Check: The course plan, lesson 9-10 are the Check parts of the overall plan. This section 

of content can be used as a "small loop" in the PDCA loop. This part includes the course 

assessment and evaluation plan. Assessment and evaluation methods of this course, the 

proportion of process evaluation, and summarized evaluation, assessment, and evaluation 

requirements are necessary. 



7 

 

Act: Course plan, Lesson 11-12 are the check parts of the overall plan. This section of 

content can be used as a "small loop" in the PDCA loop. Feedback includes improvement and 

optimization of the course, a student satisfaction table, improvement of teaching results, and 

timely adjustment and improvement of problems. 

  

 4.2 Fish bone diagram to find the cause of various problems 

  Fishbone diagram: For investigations to identify each accountable party's role in 

the origin of various issues. The root cause of a student's failure to produce the required results 

was examined by the researcher using the fishbone diagram (Figure 3). We shall learn from the 

research and root cause analysis that there are five main groups into which all the causes may 

be divided: students, administration, teachers, the environment, and curriculum design. 

(Yoshio, 1993; Stauffer, 2003) The particular circumstance is examined as follows: Pupils lack 

initiative in individual practice; they lack confidence in their artistic abilities; they are unable 

to put their theoretical knowledge into practice; some teachers struggle to appropriately and 

efficiently guide their students during practice sessions, which affects the development of the 

students' capacity for independent learning. It starts with the four stages of the PDCA cycle, 

from "facing the problem" to "solving the problem". 

 

 

 

Figure 3  Fish bone diagram to find the cause of various problems (Lina, 2023) 

 

 Plan: Plan what you will study that day. Motivation is enough attention until the goal 

is achieved. Preparation time for practical courses should also be incorporated into the plan. 

Cut back on tasks that affect productivity, such as playing mobile games and chatting with 

friends. 

              Do: Use all the time in your budget. Don't lose motivation to get more interesting 

information related to the topic. For example, when completing solfeggio training, find the 

background of the work and the characteristics of the music creation style of the period in which 

it is located. And the relationship between art forms, such as art, architecture, and poetry. In 

combination with other theoretical courses, I will conduct in-depth thinking and analysis from 

the aspects of melody, musical form structure, and harmony, and discover the beauty of the 



8 

 

works. The study process doesn't need to take breaks. Before you go to bed, think about your 

classes throughout the day. 

              Check: Now take a break and ask yourself how much you've improved. Analyze and 

compare the completion of the "Do" process. Identify the factors that you want to change but 

still haven't. And plan for them to repeat the process. 

Act: This link is the most important, but it is easy to ignore in the actual improvement 

learning. Therefore, in the Action section, we should keep the original rhythm, summarize the 

successful experience and methods in time, and discuss with friends to try to solve some 

problems together. The new problems are summarized as the key problems to be dealt with in 

the next cycle. 

 4.3 Mind map of teaching method   

   An investigation to determine the role of each responsible party in the origin of 

various problems. The root cause of a student's failure to produce the required results was 

examined using the mind map method. The curriculum for learning Solfeggio should be built 

on a mind map of teaching methodology (Figure 4). These are integration, utility, interest, and 

experience. The elements that lower teaching quality are enumerated. The teaching cycle mode 

should be opened to let students know what to learn and the expected learning effect, then to 

each class, to let students know what to learn and what to do, and then to the project acceptance, 

to let them know how to improve and meet the project requirements (Yoshio, 1993; Stauffer, 

2003). This is done according to different objects, different majors, and different teaching 

conditions. Do students serve as the major focus, and is improvement ongoing? The teaching is 

made more rigorous and adaptable through this sequence of cyclical processes, which also 

encourage students' intense interest in learning and enhance the effectiveness of instruction in 

the classroom. 

 

 
 

Figure 4 Mind map of teaching method in solfeggio teaching (Lina, 2023) 



9 

 

 

 According to the mind map of the pragmatic teaching technique for Solfeggio, the 

foundation of the solfeggio curriculum should be a set of fundamental values. These are 

integration, utility, interest, and experience. The elements that lower teaching qualit y are 

enumerated. The teaching cycle mode should be opened to let students know what to learn and 

the expected learning effect, then to each class to let students know what to learn and what to 

do, and then to the project acceptance, how to improve and meet the project requirements. This 

is done according to different objects, different majors, and different teaching conditions. Do 

students serve as the major focus, and is improvement ongoing? This cycle of teaching methods 

makes instruction rigorous and adaptable so that students can readily understand the material. 

The learning styles of the students and the requirements of art practice at each learning 

stage should be taken into consideration when choosing the course's theme. Through the 

characteristics of music ontology and other related humanities such as the characteristics of 

music creation styles in different periods and the relationship between music and other art forms 

such as fine arts, architecture, poetry, etc. Students can organically integrate the knowledge of 

music with other disciplines through participation in practice activities. These results result in 

the overall improvement of students' individual comprehensive cultural accomplishments. The 

aforementioned curriculum objective is identical to Dewey's proposed idea of a comprehensive 

curriculum. Dewey himself did not support the categorization of art into music, dance, painting, 

and other forms. 

 

5. THE APPLICATION PDCA CYCLE 

 The application of PDCA cycle follows the four stages combined with an inductive 

approach to problem-solving or process improvement. It follows the table of how we acquire 

knowledge through constant reflection, standardization, and modification. 

 Plan: Target, strategy and system. Formulate course objectives and learning objectives, 

understand students' learning situation, prepare information base, key points and difficulties of 

the course, and set test plans. The index point matrix diagram of graduation basic requirements 

of solfeggio course puts forward three requirements for graduates: knowledge structure, ability 

structure and quality structure (Table 2). 

 

Table 2 The relationships between Solfeggio training course and basic requirements index  

 

Graduate to seek the point 

of reference 

 

Knowledge structure Capability structure Quality structure 

basic 

know

ledge 

core 

know

ledge 

expa

nd 

know

ledge 

basic 

capa

city 

profe

ssion

al 

abilit

y 

expa

ndin

g 

capa

city 

huma

nistic 

quali

ty 

physic

al and 

mental 

quality 

occu

patio

nal 

quali

ties 

1. Master the basic 

theoretical knowledge of 

music 

● ●        

2. Master the knowledge 

of self-playing and self-

singing 

    ●     

3. Ability to solfeggio or 

visually read new works 

accurately 

 ●  ●  ●    

4. Ability to analyze and 

judge new music 

  ●       

5. Ability to teach music     ●     

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The author has used the table of these relationships to offer the following example of 

the Solfeggio course teaching plan that adheres to the PDCA principles (Table 3). 

 

Table 3 Solfeggio course teaching plan that adheres to the PDCA principles 

 

Lesson 1 

 Classroom Teaching 

Output 
Use the artistic color sense of harmonic intervals to master the nature of intervals. 

Analysis and understanding of harmony function in classical works 

Content Phase/Time 

Resources and 

technologies 

used 

Active 

learning 
Learning outcomes 

Assessment 

methods 

Introduce 

teaching 

requirements 

and teaching 

methods 

Plan 
15

min 

Learn the 

common task 

points 

Students 

work 

together to 

design/plan 

a lesson. 

Clear the key, 

difficult content of 

this lesson, 

consolidate 

knowledge points. 

Complete the 

learning mission 

point 

Listen for the 

colors of the 

harmonic 

intervals 

Do 

10-

15 

min 

Piano, 

multimedia 

assisted 

teaching 

Students 

can 

pronounce 

or sing at 

the right 

pitch. 

With the help of 

color elements in 

visual arts, students 

can improve their 

listening and 

Completion of 

class dictation 

training is 

credited to the 

usual grade 

6. Have the ability of self-

learning and self-

improvement 

   ●      

7. Practical application of 

basic knowledge of music 

theory 

    ●     

8. Have the right way to 

analyze and solve 

problems. 

     ●   ● 

9. Have the firm ideal 

belief and the lofty life 

pursuit 

      ●   

10. Have better Chinese 

traditional cultural 

accomplishment, 

literature and art 

accomplishment 

      ●   

11. Have a sense of 

innovative practice 

       ● ● 

12. Have good social 

adaptability 

        ● 

13. With primary and 

secondary school, 

kindergarten teachers 

professional ethics 

        ● 

14. With modern aesthetic 

education and educational 

quality 

       ●  

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understanding 

ability of music. 

Major triad 

and minor 

triad 

listening 

Do 
20 

min 

The piano 

auxiliary 

Students 

can listen 

to the 

nature and 

pitch of 

chords 

Familiar with chord 

structure and sound 

characteristics 

Completion of 

class dictation 

training is 

credited to the 

usual grade 

Chord 

connection 
Do 

15

min 

 

On-site face-

to-face 

explanation, 

multimedia 

assistance 

Students 

can tell the 

function of 

chords 

Will multi-source 

timbre; The timbre 

of wind, string and 

electronic music 

are all included in 

the teaching. 

Shorten the 

distance between 

theoretical study 

and practical work. 

Completion of 

class dictation 

training is 

credited to the 

usual grade 

Q&A on 

Theoretical 

knowledge 

Chec

k 

15

min 

Face to face 

questions and 

answers, 

multimedia 

assistance 

Students 

can 

accurately 

write 

relevant 

theoretical 

knowledge 

Theoretical 

knowledge of 

scales, diatonic 

intervals, reduced 

triads, augmented 

triads 

The team leader 

is responsible 

for recording the 

completion 

Conclusion 

after class 
Act 

10 

min 

Face to face, 

multimedia 

assistance 

Student 

Feedback 

Summarize the 

students' grasp of 

this lesson and how 

to improve it. 

Complete class 

discussion 

 

 The author has used the table of these relationships to offer the following example of 

the Solfeggio course teaching plan that adheres to the PDCA principles. 

 Preparation class self-study: Instructors give students a preparation class task list before 

class and advise them to look for stories, common sense, and examples concerning music, 

painting, architecture, and other characteristics of the classic works to be explained and trained 

in the "lesson examples." Finish your learning exercises and report your learning outcomes. 

Guided learning in class: Following an evaluation of the preparation class assignments, teachers 

work with students to further develop the training material and achieve the learning objectives 

of knowledge, aptitude, and quality. Consolidation exercises after class: Teachers assign 

situational exercises for students to perform in order to improve the lesson material and better 

integrate the knowledge points discussed in class. 

Do: Content, process, and attitude. Apply the solfeggio and ear training lesson plan and 

include it in the particular teaching procedure in accordance with the different lesson 

implementation plans that were developed during the planning stage. The blend of theoretical 

and practical instruction is reflected in the lesson plan materials. 

 

   



12 

 

 
 

Figure 5 Online independent learning for students and combine it with offline face-to-face 

instruction (Lina, 2023) 

 

 This focuses on students and offers a range of personalized experiences, in keeping 

with the "Internet Plus" era's approach to teaching. A range of teaching settings that incorporate 

flipped classrooms and only provide online courses will be developed, combining students' 

independent online learning with offline face-to-face instruction (SPOC). The OBE education 

paradigm is integrated into the solfeggio and ear training teaching construction, and a range of 

teaching tactics are employed to conduct result-oriented education, leading students to "learn 

by doing" and emphasizing the student-centered teaching strategy. 

 

Table 4: The OBE education, the Internet Plus Era's approach to teaching. 

Basic statistical data of resources 

Number Content Data Proportion of resources 

1 The total number of videos 8 1.78% 

2 The amount of audio 157 34.97% 

3 Total number of documents 7 1.56% 

4 Total number of animations 0 0 

5 Total other resources 0 0 

6 Total number of pictures 277 61.69% 

 

 Through the use of online hybrid teaching, the teaching approach is neither a fully 

liberated teacher who moved the classroom and online, nor is it a "line" and "offline" simple 

machines combined, but rather a class leader, online autonomous learning, a challenging topic 

on sex in the classroom, depth of online discussion, process evaluation, an increase in the 

students' interest in learning independently, and an exercise in their capacity for independent 

thought. 

 Check: The effectiveness of a teaching program's implementation is assessed utilizing 

evaluation and evaluation methods. Plan for reviewing and evaluating the course. Clarify the 



13 

 

course's assessment and evaluation procedures, including the proportion of process and 

summarized evaluations as well as the assessment and evaluation requirements. 

 Act: Feedback, improvement and optimization, then summarize the teaching process, 

survey students' satisfaction, discuss the unresolved or remaining problems in the learning 

process, and adjust and improve the problems. 

 

6. RESULT AND DISCUSSION 

 On November 12, 2022, the preliminary results were used in the study. With 26 

participants, including 6 piano majors, 6 vocal music majors, 8 musicology majors, and 6 

instrumental music majors, the researcher and other interested parties performed a small group 

experiment. The teacher reviewed and watched the lesson, and the satisfied, performance, 

concerned, and preliminary evaluation results were as follows. 

   1. The satisfied: 12.4% of the students are extremely, 77% are somewhat 

satisfied,17% are not satisfied, and 9.3% are very dissatisfied with the teacher's classroom 

instruction level. 90% of students agree that professors should "raise the quality of teaching, 

dare to innovate, and increase the attractiveness of the classroom to students" when it comes to 

classroom management during the teaching process. 68 percent of respondents agreed that 

educators should "strengthen emotional communication with students." 

   2. Evaluating performance: 36% of students believe that evaluating the quality 

of classroom instruction is "whatever" or "not necessary." 77% of students chose "according to 

the actual performance of each teacher carefully checked each topic." 12% of students chose 

"random check, just complete network evaluation task." 11% of students chose "every teacher 

who gives points, who also don't offend." 

   3. The assessment of concern: 92% of students, a teacher's severe standards 

would not cause them to lower their grades. 90% of students claimed that "before the evaluation, 

the course teacher did not express or imply that the students would provide high marks in the 

evaluation of the course"; 8% claimed that "because they were concerned that the teacher's 

rating is too low, therefore they offer the teacher a good grade." For fear of receiving negative 

assessment scores, 17% of students believed that teachers had decreased academic or behavioral 

standards for them. 

  The student participant’s speech: 

   The piano major students “Lin, Wang, Chen and Sun”: Can the number of 

solfeggio classes be increased? Along with their own keyboard major, and several teaching 

majors. Can the training for singing and playing keyboard harmony be increased? I want to use 

what I've learn in practical ways. 

   Vocal music students “Wang, Chen, and Du”: Each teacher's control over the 

classroom is ineffective, and the classroom order is disorganized. Hopefully, the Musicology 

Teaching and Research Department will keep up its after-school tutoring programs and highly 

commend them. 

   Lyu, and Wang, students of instrumental music: Instead of merely evaluating the 

teaching progress, without taking into account the teaching effect and students' acceptance, I 

hope that teachers in the teaching and Research Office can deliver lessons in accordance with 

the actual circumstances of students. 

   Musicology students “Zhou, Han, Quzai, Zong, etc.”: I hope some teachers 

cannot be too casual in teaching, carefully prepare after class, and do not talk about topics 

unrelated to the course. 

  Summary of opinions from listening to stakeholders 

  By summarizing the instructional process, analyzing student achievement, and 

surveying students on their satisfaction, researchers were able to draw the conclusion that 

students who received this type of compound multi-element teaching were better able to 



14 

 

improve their understanding of the unit material and were most able to combine their study of 

music theory and other lateral subjects. Focused on developing students' collaborative skills, 

the educational impact is clear and builds a solid foundation for their professional growth and 

employment. Also, it increases students' excitement for and interest in learning, fostering a 

strong connection between theory and practice. 

 Students' input over time led researchers to the conclusion that most students find 

learning solfeggio to be more engaging than they had anticipated and that their interest in the 

subject has increased. It is directly correlated with artistic activity in addition to academic study. 

Few pupils indicate that there are few class hours; The teaching strategy should also take into 

account the professional requirements of students of various majors; Increase the amount of 

time spent by students engaged in active learning in the classroom. These problems will be 

improved further and put into the next PDCA cycle mode. 

  PDCA cycle is a mode that spirally rising and continuously improving the performance 

of the system (Chang, 2006). The four steps of PDCA combine inductive and deductive 

interactions were a simple and scientific approach to problem solving (process improvement). 

It follows the table of how we acquire knowledge through constant reflection, standardization 

and modification. This diagram of the eight steps in the PDCA cycle (Table 5). An important 

factor is to cycle clockwise from the planned time. In one stage of the cycle according to the 

set goals to solve some problems, and then according to the final results of the adjustment, into 

the next cycle (Sahno & Shevtshenko, 2014). 

 

Table 5 The eight steps of the PDCA cycle 

Stage Process Method 

Plan 1. Analyze the current situation and 

find problems 

Data collection, checklist, permutation 

chart, minutes of meeting 

2. Analyze various influencing factors 

in the problem 

How to analyze, track and solve 

problems? 

3. Analyze the main reasons affecting 

the problem 

Summarize, review, correct and follow 

up 

4. Take measures to solve the main 

causes 

What: What is the effectiveness of this 

work? 

When: When will it be finished? 

Where: Where do I do this? 

Why: Why is this measure formulated? 

Who: Who is responsible for the 

completion? 

How: How to make it successful? 

Do 5. Implements the action plan as 

required 

Action plan 

Check 6. Check and compare the results with 

the required goals 

Check required goals 

Act 7. Summarize the successful 

experience and formulate 

corresponding standards 

Report from the meeting 

8. Move unresolved or emerging 

problems to the next PDCA cycle 

Improvement plan 

 

 The PDCA cycle does not run once and finish. Instead, it is repeated. It looks like steps 

going up. Before the next cycle is created after one cycle is finished, the quality will increase 



15 

 

by one level. The second cycle will then be created, and so forth. Each PDCA loop has to be 

focused on a certain objective, which is to address a problem. The large difficulty that has to be 

handled in practical teaching may be divided into multiple smaller ones. Small issues are 

resolved, which gradually improves larger issues. For example, a significant PDCA cycle can 

be created to increase students' interest in learning solfeggio and ear training. A sub-cycle of 

PDCA should be created in the meantime in accordance with the elements that influence how 

effectively students learn in a classroom, including the teaching methodology, course material, 

teaching techniques, classroom management, students' ability to self-regulate, and learning 

habits. Enhance each link's quality to increase students' excitement and interest in studying. 

(Hiebert & Stigler, 2000; Bhulyan & Baghel, 2005) 

 After learning the evaluation results from these volunteer students' small-group trials, 

the author went on to thoroughly research and improve the instruction, and she was prepared to 

put certain things into practice to make it easier to use and fix other defects until the pattern 

was accomplished. for an extensive test the next semester. 

 

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