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This paper examines the teaching of vocal music according to a number of provisions of Jerome Bruner's cognitive theory. The impact of this theory on the development of students as creative individuals, their understanding of the learning process, and the link between thinking and music learning is explored. By utilising Bruner's cognitive theory, teachers can create an engaging learning environment and encourage students to actively participate in the vocal learning process. This will help students' creativity to develop harmoniously.
Haotian Yao (Mon,) studied this question.