Students’ Psychological Analysis for Classroom Teaching Strategies of Art Songs Based on STEAM Education

Abstract

Education in today’s society is starting to focus on training in line with the new curriculum concept and curriculum integration concept, paying attention to the change in students’ learning styles and following the law of students’ physical and mental development. In order to cultivate talents more in line with the needs of society and, meanwhile, to improve students’ own quality and comprehensive competitiveness, this paper analyzes and studies the classroom teaching strategies of art songs and students’ psychology under the educational philosophy of Science, Technology, Engineering, Art, Mathematics (STEAM). Firstly, the concept of STEAM education is introduced in detail, and teaching activities under the concept of STEAM education are analyzed. Secondly, the teaching strategies for the teaching of art songs are put forward. Finally, students’ learning psychology is explored to prove the correctness of the teaching strategies. A questionnaire survey is conducted by constructing the evaluation system of the STEAM educational concept. The survey results show that the classroom teaching of art songs under the STEAM educational concept significantly improved students’ “teamwork and interpersonal skills” and “learning interest”. The calculated results of P values are all less than 0.01, which shows that the correlation is significant. Therefore, the STEAM educational concept has positive significance for improving students’ learning motivation and comprehensive quality. This paper provides new theoretical and practical support for current higher education teaching strategies and models by assessing the application of STEAM education in teaching art songs and the blended teaching effectiveness in college English. This paper offers valuable experiences and methodological insights for future similar research endeavors.

1. Introduction

Under the influence of the traditional concept of “exam-oriented education”, courses are still primarily teacher-driven, and the integration of students’ practical abilities with the knowledge disciplines faces challenges. In this philosophy, the educational process primarily focuses on exams and knowledge transmission, neglecting the importance of fostering students’ practical abilities and independent thinking. In exam-oriented education, students are often seen as recipients of knowledge, while teachers play the role of knowledge transmitters. This teaching model leads to a focus on meeting exam requirements rather than cultivating students’ practical abilities, creative thinking, and problem-solving skills. Furthermore, exam-oriented education tends to emphasize breadth over depth, prioritizing the coverage of a large number of topics rather than a profound understanding and application of the knowledge. This makes students feel inadequate in solving real-world problems because they lack a deep understanding of the knowledge. The imbalance in class size and the teacher–student ratio also make it challenging for teachers to address the individual needs of each student, affecting the flexibility of teaching methods. In this educational system, teachers are more likely to prioritize completing the curriculum outline, overlooking students’ individual interests and needs. Ultimately, exam-oriented education disconnects course content from real life, making it difficult for students to apply what they have learned in practice. This situation can lead to confusion when students face real problems because they lack experience applying knowledge to practical situations.

You (2019) suggested that China’s new curriculum reform should shift towards learner-centered education [1]. The key to addressing these issues lies in promoting the reform of educational models to encourage more educators to focus on the cultivation of independent thinking and practical abilities in students. Wang (2023) proposed that the application of a “blended” teaching model in online and offline college English teaching was the trend and focus of current local higher education reform [2]. Xiao (2023) explored the construction and reform of the quality assurance system for college English teaching, emphasizing the importance of ideology, management, practice, and overall coordination [3]. Specifically, the literature mentioned the following aspects: first, ideological concepts of monitoring and ensuring the quality of college English teaching system construction; second, the management operations of a multi-governance and evaluation system; third, actions to improve the monitoring and assurance system for college English teaching quality in practice; fourth, the construction of an efficient college English teaching resource-sharing system. Introducing more activities relevant to real-life situations and advocating interdisciplinary teaching methods can help students better cope with challenges in reality. Teachers limited to imparting textbook knowledge without delving into practical problems in life and other disciplinary areas contribute to students feeling helpless when faced with real situations. There is insufficient attention from teachers to students’ independent participation, coupled with students’ narrow knowledge base, presenting urgent issues that need resolution in the current education and teaching process. Therefore, there is an urgent need for new educational philosophies to address these problems. To show sufficient attention, teachers should usually spend 1 to 2 months paying attention to the degree of voluntary participation of students. Teachers do not pay enough attention to the degree of students’ independent participation, and students’ knowledge is narrow, so students are at a loss when faced with problems in real situations. The lack of teaching experience of teachers and the students’ limited grasp of knowledge points are urgent problems to be solved at present. Thereupon, new educational concepts are urgently needed to improve these problems encountered in the current education and teaching process.

Science, Technology, Engineering, Art, Mathematics (STEAM) education originated in the United States, evolving from the STEM concept [4]. In the 1980s, to enhance international competitiveness and alleviate the shortage of technology talent, the National Science Foundation in the United States proposed interdisciplinary STEM education based on science, technology, engineering, and mathematics [5]. This approach integrated the fragmented content of these four disciplines into a mutually connected and unified whole, advocating for learning driven by problem solving, applied knowledge, and practical skills. The goal is to cultivate students’ problem-solving abilities, practical skills, holistic thinking, and innovative spirit [6]. Later, through the research of American scholars, art was added to the initial four disciplines [7]. The essence of STEAM education was not only to advocate learning the knowledge of these five disciplines but also to promote students to discover problems, stimulate interest, and practice solving problems independently by using the relationship among these five disciplines [8]. People not only learned the knowledge of this discipline but also gained the skills of other disciplines. STEAM not only pays attention to the connection between disciplines and the real world but also pays significant attention to the change in learning methods and improvements in knowledge and skills in the learning process [9]. STEAM is interdisciplinary, which is an integrated teaching method to train students to master knowledge and skills, and it can be flexibly transferred and applied to solve real-world problems. STEAM education also emphasizes the extensibility of classroom design, aiming at developing students’ potential innovative ability. Students are the main body in the classroom, and the five disciplines of science, technology, engineering, art, and mathematics are interrelated and relatively independent. It is of great significance to cultivate all-around high-quality talents in today’s world and enhance the international competitiveness of the national science and technology level. STEAM education will also be a key element in the success of education [10]. Under the vigorous promotion and advocacy of the new curriculum reform, the music discipline has received more and more attention, and the teaching mode is more comprehensive and successful. Although teachers can carry out rich classroom activities and create situations in the classroom, teaching appreciation and singing as a whole, the students’ happiness is only a flash in the pan. The knowledge of humanities that students really have mastered after learning is very weak, and the real meaning of songs is not deeply understood, so real integration has not been achieved [11].

Therefore, this paper takes the last art subject in the STEAM educational concept as the research object and carries out practical research on the STEAM educational concept. The primary research focus is the psychological responses of students as they engage in learning art songs within the framework of STEAM education. Specifically, this paper explores students’ learning interests, motivation, and teamwork capabilities within this interdisciplinary educational model. The goal is to better understand students’ attitudes and emotions during the learning process and how STEAM education influences their overall learning experience. Then, this paper puts forward teaching strategies for teaching art songs. With the psychological changes in students’ learning process as the analysis object, this paper studies the role of the STEAM educational concept in helping students’ knowledge and ability to provide new ideas for school curriculum reform.

This paper addresses the research gap in STEAM education within the context of the literature by analyzing classroom teaching strategies and student psychology related to art songs. The STEAM education philosophy is an interdisciplinary educational approach that organically integrates science, technology, engineering, arts, and mathematics, emphasizing a comprehensive learning experience. By introducing STEAM education into the art songs classroom, this paper broadens the scope of literature studies, injecting new teaching concepts into traditional music education. Furthermore, an in-depth analysis of the psychology of students reveals the positive impact of STEAM education on enhancing student motivation and overall qualities. In the field of literature, students’ interest and motivation are crucial for cultivating their literary literacy. By adopting the STEAM education philosophy, this paper introduces a new teaching model to the field, better stimulating students’ interests, fostering creativity, and promoting teamwork, thereby enhancing their overall literary awareness. Moreover, this paper proposes specific teaching strategies for the field of education, offering valuable insights and ideas. Through a thorough examination of the application of STEAM education in the context of art songs, the suggested teaching strategies aim to enrich classroom content, ignite students’ interest, and enhance their interdisciplinary literacy. These teaching strategies have guiding significance for instructional practices in literature, potentially providing educators with innovative approaches and contributing to advancements in literary education. Finally, this paper provides a feasible example for educational reform by implementing STEAM education in the field of literature. As societal demands evolve to cultivate students with comprehensive literacy and innovative spirit, this paper, through the application of STEAM education in literature, offers an empirical case for educational decision makers. This paper presents a new perspective for educational reform and innovation in the field of literature. Overall, through the study of STEAM education in the field of literature, this paper makes positive contributions to the theoretical and practical development of the field, infusing innovative elements into literary education and propelling the progress of educational reform.

2. Literature Review

Since the introduction of the STEAM education concept, it has become a significant model in Western educational applications and a crucial research focus for educators [12]. Yuan et al. (2022) investigated the impact of maintaining physical exercise on the positive psychological emotions of elementary school students under the STEAM education philosophy. They found a significant positive correlation between physical exercise indicators and positive psychological emotions [13]. Hsiao and Su (2021) studied the influence of STEAM education on the sustainable development curriculum and its impact on student motivation and learning. The results indicated that combining STEAM education with VR-assisted experiential courses helped enhance student satisfaction and outcomes, stimulating their learning motivation [14]. Chan (2022), grounded in the social cognitive career theory, estimated gender differences in STEM self-efficacy, interest, and aspirations, exploring how cultural and gender norms influenced STEM engagement. The results supported the moderating effect of traditional gender role beliefs and revealed more pronounced gender differences in self-efficacy, interest, and aspirations in students strongly endorsing stereotypical notions of male and female roles in STEM [15]. Özer and Demirbatir (2023) examined the application of STEAM-based digital learning in music education, demonstrating that digital STEAM applications used in music education could enhance students’ creativity, improve their music learning, and increase their interest in the curriculum [16]. Aguilera and Ortiz-Revilla believed that successful music education publicity depends on emphasizing how music can cultivate students’ key skills, including self-reflection, communication, collaboration, creativity, and innovation [17]. American scholar Dorouka said: “Every child should receive an art education”. We must step up and turn this into policy, not only for the benefit of our students and schools but also for the benefit of our business community and country to ensure we are competitive globally” [18]. With regard to the classroom teaching of music teachers, as to how to apply the STEAM strategy reasonably in music teaching, the relevant research of the National Association for Music Education (NaFME (US)) explained: “Our teacher’s goal is not to cultivate students majoring in music, but to cultivate people who appreciate art for life. In the music class of the 21st century, there are skills such as communication and collaboration almost every day” [19]. Syahmani et al. mentioned that STEAM emphasizes that everything can be connected, not that science should be studied first and then art should be studied. STEAM should really be a comprehensive course to attract students and lead them to learn knowledge in various ways [20]. Hunter-Doniger gave an example of how the STEAM strategy can be applied to music classes, integrating social studies, science, engineering, and mathematics into music classes. By leading students to play games, the teacher discussed the scientific knowledge involved in the songs [21]. Therefore, more and more students will be interested in these skills. This kind of blending is a method of using STEM strategies in music lessons. Yu, a scholar from China, proposed that it was beneficial for students to extend philosophical thoughts through art classes [22]. For all teachers, the challenge now is to divide their professional fields less and combine other related disciplines more to improve students’ learning experience. The STEM discipline strategies were added to the curriculum to better meet the needs of students [23]. Yamada mentioned that students’ learning ability and knowledge reserve should be used to optimize and integrate reasonably so that students can communicate with each other and improve their learning initiative and enthusiasm. Students should become the main body of the classroom. The marginal knowledge was combined with music to enhance students’ creative ability [24]. Additionally, the background, basic principles, and theoretical basis of STEAM are analyzed. Barnes et al. (2020) studied primary school students’ participation in informal STEAM education using robots [25]. By analyzing the background and basic principles of STEAM education and combining STEAM with art and design, they created an after-school program, “Children’s Robot Theater”, for children in rural primary schools. The results denote that integrating STEAM content into education can trigger improvements in teaching efficiency. Talib et al. (2019) investigated the impact of STEAM education on students’ learning and comprehension, using an experimental embedded hybrid approach design based mainly on quantitative data, in which qualitative data sets were embedded and often played a supporting role [26]. The results show that STEAM education helps to understand concepts. The study contributes to the literature by investigating the impact of STEAM educational methods on students’ conceptual understanding. Lin et al. (2021) explored the teaching strategies of cooperative teaching to promote STEAM education in primary schools and proposed an innovative STEAM education model supported by cooperative teaching, as well as theories of project-based learning and collaborative learning [27]. Matsuura and Nakamura (2021) examined students’ perceptions through student questionnaires on trends in international mathematics and science research in 2011, 2015, and 2019, reflecting the views of STEAM education and the reasons for its rapid expansion and change around 2015 [28]. STEAM education seems to be designed to integrate multiple disciplines. They found that integrated subject learning was already underway in Japan, and further discussion was needed on the specific goals of STEAM education [29]. Deshmukh et al. (2022) studied the applicability of STEAM education during and after the COVID-19 pandemic by surveying 20 parents and 32 students from lower economic backgrounds who participated in an online STEAM education camp run due to the pandemic [30]. Amalia et al. (2021) showed that parents played an important role in online STEAM education and had a positive impact on their children’s performance. At the same time, a well-planned online STEAM campaign could be implemented for any age group, promoting fun-oriented online schooling that allows students to engage and take control of their learning [31]. Domenici (2022) reported on successful partnerships between US universities and their schools to successfully train STEAM teachers and built STEAM leadership based on qualitative and quantitative data collected over two years [32]. The STEAM-integrated school and teacher framework was based on social constructivism. Integrating learning theory supported by inquiry-based learning and context-based pedagogy, data analysis provides four key lessons for successful partnerships for effective and sustainable STEAM teacher professional development programs [33]. In summary, through the background introduction of STEAM, it can be found that STEAM education has great application potential for improvements in classroom teaching strategies and students’ psychological analysis.

In summary, the introduction of STEAM reveals its significant potential for improving classroom teaching strategies and student psychological analysis. However, there are still some shortcomings in the current literature regarding research on STEAM-based teaching strategies and student psychological analysis in art song classrooms. Particularly, there is insufficient in-depth comparative analysis on the influence of cultures on art song teaching. While both countries have unique music traditions and aesthetic perspectives, current research has not delved into the differences in how students from the two nations approach art song learning and the applicability of STEAM education in different cultural contexts. Research in this aspect would contribute to a better understanding of the impact of cultural factors on learning. Next, there may be an inadequate consideration of individual student differences. Factors such as musical literacy, subject interests, and learning styles are crucial in formulating personalized STEAM education strategies and understanding students’ psychological responses to learning. A lack of in-depth analysis of these differences might result in less precise educational strategies, limiting the potential of STEAM education. Furthermore, the literature does not thoroughly discuss how to effectively integrate the STEAM education philosophy with the specific teaching content of art songs. Specifically, there is a lack of exploration into designing concrete curricula, activities, and assessment methods to maximize the comprehensiveness and innovation of STEAM education. Research in this area would aid educators in better implementing and applying the STEAM education philosophy. Insufficient research on long-term effects and sustainability is also a prominent issue. The literature may lack sufficient research on STEAM-based teaching strategies’ long-term effects and sustainability for art songs. Understanding the long-term impact of teaching strategies on student development and the sustainability of educational reforms is crucial for formulating more effective educational policies and practices. Lastly, the literature may primarily focus on the student perspective, lacking in-depth research on the challenges and experiences of teachers in implementing STEAM-based art song classroom teaching. Understanding teachers’ viewpoints and feedback would improve practical teaching practices and provide a more comprehensive perspective. This paper aims to address these gaps by conducting an in-depth analysis of teaching strategies and student psychology in art song classrooms, exploring the application of STEAM education in music education, and providing insights for music teaching under new curriculum reform models.

3. Research Theory

3.1. Analysis of STEAM Educational Concepts and Process Evaluation

The application of the STEAM educational concept to education and teaching will involve many factors, and the common influencing factors mainly include the following aspects.

1. The most important influence on STEAM education is stable conditions for teachers. Stable conditions for teachers refer to the educational background, average age, professional title, and salary of teachers. In order to ensure the better implementation of the STEAM educational concept, schools should strengthen the construction of teachers’ teams in the management of teacher training [34]. In addition, if conditions permit, the school can build a multi-stage team of teachers internally to build stable teams of STEAM teachers. Relevant schools can also conduct regular training according to teachers’ academic qualifications, scientific research ability, professional knowledge, etc., to enhance young teachers’ educational enthusiasm.

2. The idea of STEAM education should take different curriculum examples as the foundation, strengthen education in different curriculum development processes, increase the investment of time and energy on the original basis, integrate practical education, subject evaluation, and feedback application into curriculum education, and take these newly added parts as the main foundation of subject education. At the same time, in view of the classroom teaching atmosphere of art songs, relevant rationalization suggestions are put forward according to the STEAM educational concept. By asking students about their design ideas, students’ performance in the design discussion process is observed, suggestions and guidance are given, and process evaluation is carried out. Therefore, in order to achieve the sustainable development of curriculum education, the necessity of this research lies in the broad application prospect of STEAM education. It is necessary to summarize the curriculum examples and basic experience in STEAM education, expand the use of excellent courses in curriculum implementation, and strengthen the STEAM educational concept through inter-school exchanges and textbook updates [35].

This paper puts forward that the classroom teaching of art songs based on the STEAM educational concept should be improved from three aspects: teachers’ professional level, school integration of teaching resources, and adjustment of teaching evaluation strategies [36]. In order to ensure the actual implementation effect of STEAM education, schools must first establish a sound education group in the actual education process to ensure the establishment of a professional subject group within the school. The group should carry out specific research on the main implementation of STEAM education. Group construction can also promote teachers to communicate with the construction of the school education curriculum, promote curriculum construction, and change teachers’ traditional thinking through expert lectures to achieve knowledge integration. In addition, in different courses in schools, STEAM education should be included in different disciplines. The appropriate practice activities should be carried out on campus according to the basic requirements of various disciplines to ensure that students can strengthen their basic understanding of different disciplines through extracurricular practice activities, making students gain a profound interest in middle school courses [37]. Finally, to ensure the smooth implementation of the STEAM educational concept, in view of the classroom teaching of art songs, teachers should improve their teaching level to have a comprehensive understanding of art songs. Teachers can infiltrate vocal music-related scientific knowledge to students from the perspective of language pronunciation according to the relevance of culture and guide students to sing, hear, and feel to realize music aesthetics from a scientific point of view. A schematic diagram of the classroom teaching strategy of art songs under the concept of STEAM education is displayed in Figure 1.

Figure 1 shows that the classroom teaching strategy for art songs is a comprehensive instructional model based on the STEAM education philosophy. It aims to inspire students to develop a profound understanding and active engagement with art songs through interdisciplinary integration. First, there is an emphasis on fostering students’ comprehensive understanding of the background of art songs. By guiding students to explore the history, cultural origins, and societal context of songs, the goal is to make students gain a deeper understanding of the creative motivations and expressive purposes behind the songs. Then, a data collection approach is employed, allowing students to study different versions of art songs and collect relevant music data. This helps students analyze the differences in interpretation styles, popularity, and other aspects of songs through practical data analysis, cultivating their data analysis and research skills. During the teaching process, collaboration and communication are highlighted. Students collaboratively research art songs through teamwork and interdisciplinary exchange, share their perspectives and findings, and promote collaboration and communication. This contributes to fostering students’ teamwork and interdisciplinary thinking abilities. In terms of music, there is a focus on scientifically explaining the principles of sound production. Explaining the process of sound production in music through scientific principles helps students gain an understanding of the sound production techniques in art songs, cultivating their scientific awareness of music. Additionally, attention is given to musical elements such as timbre and pitch. Analyzing the characteristics of different instruments and vocalists in art songs, ad well as variations in pitch, helps cultivate students’ sensitivity to musical expression and artistic appreciation. Finally, students are guided to reflect deeply on the thoughts and emotions in art songs. This involves interpreting lyrics from a literary perspective and exploring elements of synesthesia and empathy. This helps students understand and experience the emotions and thoughts expressed in art songs at a deeper level. Through this comprehensive teaching strategy for art songs, students develop well-rounded subject literacy, ignite their interest and understanding of art, and are encouraged to venture into multiple disciplinary areas, experiencing the integration of various subjects in their learning. An effective evaluation method is a necessary condition for the smooth implementation of STEAM education. During the implementation of STEAM education, students’ feedback is the best standard to measure students’ learning situations and the implementation of educational ideas. Thereupon, to improve the actual implementation effect of STEAM education, it is necessary to advance and improve the educational evaluation system in practical application as much as possible [38,39]. When implementing the educational concept in practice, the school should make fair and open evaluations according to the actual situation of curriculum education, the personal situation of different students in various grades, and the performance of students in the actual class, so as to make a reasonable evaluation of the educational situation of students [40]. Relevant teachers can evaluate students’ school situation by means of group cooperation, tests at different stages, after-class tests, etc., and score according to students’ actual situation and test conditions, which can not only strengthen students’ basic curriculum ability but also exercise students’ team cooperation and other abilities [41]. In the actual process of different courses, teachers can organize various types of competitions to exercise students’ ability to participate in the competition, encourage students to participate in the assessment and other competitions in the way of group cooperation, and also increase the content of evaluation through self-evaluation and mutual evaluation among team members. In addition, the most important part of STEAM education is the integration of many disciplines. Therefore, in the process of establishing the evaluation system, it is necessary to change the traditional education methods, cultivate students’ practical and inquiry abilities, and rationally educate students in appropriate ways to ensure that students can maintain their own personalities and develop in teaching. As for the educational evaluation mode under the STEAM educational concept, the proposed method is to add new evaluation modes such as student self-evaluation, student mutual evaluation, and fun competition on the basis of combining the traditional educational evaluation mode, thereby improving students’ learning enthusiasm through the integration of traditional teaching methods and the STEAM educational concept. The specific method structure is presented in Figure 2.

The exploration of music classroom teaching strategies under the concept of STEAM education plays an important role with significance. This exploration can not only deepen the reform of the music curriculum but also ensure that music classroom teaching meets the basic requirements of modern education. To realize the effective integration of the STEAM educational concept and music classroom, it is necessary to conduct in-depth research on the basic content of this concept, ensure that the practical application process has professional guidance, and make the basic elements of the concept comprehensive, so that the middle school music classroom teaching strategy under the STEAM educational concept is practical.

3.2. Theoretical Framework

At present, the challenges facing schools in STEAM education are the lack of professional STEAM teachers and professional teams and the lack of government support in terms of funds. The realization of STEAM-based music teaching needs to adopt new teaching strategies to analyze students’ psychology. In the future, schools will continue to build school-based teaching materials and courses based on local culture, improving the evaluation mechanism. Moreover, the school will strengthen the STEAM educational concept in the process of music teaching, using modern educational technology to enrich the music classroom. The idea of STEAM education is similar to the constructivist theory in educational psychology. Social constructivism was developed by Vygotsky on the philosophical thought of Marxist philosophy and Piaget’s educational psychology. Guided by dialectical materialism, he made full use of the external environment and social and cultural resources of individuals to actively construct his unique social constructivism thought. It mainly includes the theory of cultural history and psychological development, the theory of the relationship between thought and language, the zone of proximal development theory, and the scaffolding instruction theory [42]. Vygotsky pioneered a new dimension of “cultural history” in psychological research. The ideas of the theory of psychological development, advanced psychological function, and psychological instrument constitute the main contents of the theory of cultural history and psychological development. The concept of psychological development maintains that the change in individual psychological processes is closely related to the change in practical activities, and people’s higher cognitive ability is also gradually nurtured and developed in social and cultural practice activities. People are born embedded in and influenced by certain social and cultural environments. Under the influence of these environments, a person gradually develops a new behavioral system through social interaction activities with others. The advanced psychological function holds that all advanced functions are formed neither in biology nor in the history of the development of the purebred line. Instead, it is influenced by sociocultural factors or the environment.

Constructivist theory is student-centered, emphasizing students’ active exploration and discovery of knowledge and active construction of the meaning of what they have learned, instead of just transferring knowledge from teachers’ minds to students’ notebooks as in traditional teaching [43]. Because the learning environment required by constructivism has been strongly supported by the latest information technology achievements, this makes the theory of constructivism increasingly integrated with the teaching practice of teachers, thus becoming the guiding ideology of deepening teaching reform in schools in China and other countries. Meanwhile, constructivism plays a guiding role in the educational concept of STEAM. A schematic diagram of constructivist educational psychology is indicated in Figure 3.

The educational psychology idea of constructivism coincides with the STEAM concept. The purpose of the STEAM educational concept is to improve students’ knowledge and ability. From a psychological point of view, changing teaching strategies is to improve students’ self-efficacy and internal driving force for learning, thus improving students’ learning attitude and learning ability in essence. Thus, this paper studies the psychological effect of the STEAM educational concept on students in the classroom teaching of art songs.

4. Experimental Design

4.1. Questionnaire Reliability and Validity Test

A total of 19 questions are designed for the student questionnaire, which can be divided into four aspects. The first aspect is the basic situation of students, questions 1–4; the second aspect is students’ understanding of STEAM courses, questions 5–11; the third aspect is students’ views on music teaching, questions 12–13; the fourth aspect is students’ views and expectations on STEAM courses, questions 14–19.

4.2. Experimental Methods

STEAM education is made up of the first letters of science, technology, engineering, mathematics, and art, so it has five elements. To find out the elements contained in the teaching content of art songs, the specific meaning of these five elements should first be understood. This paper analyzes the teaching of Japanese art songs and mainly explores the changes in students’ learning motivation before and after STEAM education. In the realm of STEAM education, a series of targeted methods have been implemented to facilitate the teaching of art songs in the literature field and analyze student psychology. The following are the main methods employed in the research process: 1. Introduction of the STEAM Education Philosophy: The STEAM education philosophy is researched and subsequently introduced into the classroom teaching of art songs in the literature field. STEAM education emphasizes interdisciplinary integration among science, technology, engineering, arts, and mathematics. The curriculum activities are designed to ensure the organic combination of these elements in teaching, broadening students’ disciplinary perspectives and promoting a more comprehensive understanding of the essence of art songs. 2. Specific Teaching Strategies: Concrete teaching strategies are proposed to align with the STEAM education philosophy. This includes implementing project-based learning, collaborative learning, and practical tasks to stimulate students’ creativity, teamwork, and problem-solving abilities. Integrating elements of science, technology, engineering, and mathematics into the teaching of art songs aims to break down traditional subject barriers, fostering students’ combined interest in art and science. 3. Cultural Comparison and Integration: Considering the cultural differences in the literature field, an approach focusing on cultural comparison and integration is emphasized. By guiding students to compare the expressive styles, aesthetic concepts, and cultural backgrounds of art songs, the goal is to enhance students’ understanding of different cultures and improve their cross-cultural communication skills. 4. Student Psychological Analysis: This paper employs a questionnaire survey to construct an evaluation system based on the concepts of STEAM education for analyzing students’ psychological responses. The survey covers aspects, such as students’ learning interests, teamwork skills, and subject interests, quantitatively assessing the impact of STEAM education on students. This contributes to demonstrating the effectiveness of the proposed teaching strategies in enhancing students’ overall literacy and subject interests. By implementing these methods, this paper aims to innovate teaching methods for art songs in the literature field within the framework of STEAM education. Simultaneously, it seeks to deeply understand students’ psychological processes during learning.

In the process of implementing teaching strategies for art songs, this paper prioritizes diverse teaching methods and activities, leveraging multimedia technology and project-based learning to enhance students’ learning experiences and overall competencies. In the preparation phase, educators utilize multimedia technology, including projectors, audio devices, and internet resources, to present various aspects of art songs to students. This encompasses historical and cultural backgrounds, comparisons of song versions, and artist performances. The use of multimedia technology enriches the classroom content, allowing students to visually and aurally comprehend art songs more intuitively. Project-based learning plays a crucial role in the instructional activities of this paper. Students are guided to participate in specific projects, such as in-depth research on particular art songs, the formulation of project plans, and schemes. Students collaborate and communicate within these projects, collectively solving problems and cultivating teamwork and organizational skills. Project-based learning enables students to delve into understanding art songs through practical operation, rather than passively receiving information. Educators guide and mentor the projects, assisting students in clarifying research goals, collecting relevant data, and summarizing and sharing findings after project completion. This interactive teaching method sparks students’ interest and creativity, transforming them into active participants in their learning. Throughout the entire teaching process, students are encouraged to apply scientific principles to explain the process of sound production in music and analyze musical elements such as timbre and pitch. By combining art with science, students could better understand the techniques and expressions in art songs. In summary, the teaching process emphasizes interdisciplinary comprehensive education through the use of multimedia technology and project-based learning. Educators, researchers, and students form a close collaborative team in specific activities, engaging in exploration, learning, and creation, making teaching art songs more vivid and effective. The main research content and experimental design are as follows.

4.3. Dataset Collection and Experimental Environment

The method of random sampling is adopted to evaluate the classroom teaching effect of Japanese major students at Waseda University. The content of classroom teaching is an important principle for selecting experiment participants. This paper takes students majoring in Japanese at Waseda university as the participants, and studies the teaching of Japanese art songs, mainly exploring the changes in students’ motivation to learn before and after STEAM education. Thus, 130 students were randomly selected as participants and divided into an experimental group and a control group, in which 1 student in each group dropped out, and there were 128 students in the end. The Japanese song “Koujouno Tsuki” was taken as an example to conduct a teaching class. The control group adopted general teaching, and the experimental group used STEAM teaching. The experimental and control groups underwent identical content and objectives before learning Japanese art songs. Initially, both groups followed a “traditional education” model, with the implementation of the STEAM education model occurring subsequently. This change aimed to more clearly demonstrate the impact of STEAM education on students’ learning motivation and overall competence.

In the instructional approach for the experimental group, students were guided to take a central role in the learning process, with teachers assuming the role of facilitators. Specifically, the teacher created engaging scenarios to showcase the background and artistic ambiance of Japanese art songs to the students. The teacher ignited students’ interest in music by arousing their curiosity. The teacher encouraged students to identify issues in the music and raise their own questions, fostering critical thinking and problem-solving skills. Students began to understand and experience music through perception and appreciation. This stage focused on sensory experiences, helping students establish an emotional connection to music. The experimental group emphasized teamwork and hands-on exploration. Students collaboratively discussed, practiced, and discovered highlights in music within their groups, promoting collaborative learning. They shared their findings and experiences within the groups, enhancing their communication and teamwork. Students were encouraged to express their understanding of music through performance and creation. This stage emphasized students’ creative expression and individual contributions. The teacher guided students in summarizing and synthesizing the entire learning process, reinforcing their understanding of music. At this stage, students were encouraged to expand their acquired knowledge, integrate music with other fields, and broaden their perspectives across disciplines. The application of the STEAM teaching philosophy shifted the focus of the teaching process towards teamwork, communication, sharing, and practical exploration. Specifically, classroom design included eight phases: creating a scenario, posing questions, perception and appreciation, collaboration and exploration, sharing and communication, performance and creation, induction and summary, and expansion and extension. In contrast, the control group utilized traditional music teaching methods and emphasized learning technical skills and theory. Based on the traditional education model, teachers play a leading role, and students are seen as recipients of knowledge. Classroom design focuses on traditional forms of music education, lacking interdisciplinary elements. The differences in teaching methods and activities between these two groups could experimentally demonstrate the potential positive impact of STEAM teaching on students’ learning motivation. In terms of teaching methods, multimedia technology is used, project-style teaching is applied, students are the teaching center, and teachers are the facilitators. Moreover, on the basis of projects or problems, plans and schemes are formulated, and knowledge of mathematics, physics, technology, engineering, and design is applied for practical exploration, as well as communication and sharing in groups. In the classroom, teachers should not only teach students music knowledge but also let students express and appreciate more, and feel the music through demonstration, comparison, situation, group cooperation, and musical rhythm. According to the concept of STEAM education, eight teaching links are designed for the teaching process of the STEAM music course: creating situations, raising questions, feeling and appreciation, cooperation, and exploration, sharing and communication, performance and creation, induction and summary, as well as expansion and extension. After the teaching, the students in the experimental group and the control group were surveyed through a questionnaire. Therefore, 128 questionnaires were distributed and 123 questionnaires were collected; 118 questionnaires were valid, covering both the experimental and control groups, and the effective rate of questionnaire recovery was 92.19%. At the same time, 118 valid questionnaires were divided into an experimental group and a control group for data analysis. The number of different questionnaires in two different experimental groups was 59.

This paper established a comparison group to comprehensively validate the impact of STEAM education on students’ learning psychology and overall qualities. In order to construct the comparison group, a portion of students from the Japanese major at Waseda University, in the same school and major, and from the same grade, was randomly sampled to form the control group. This design ensured the similarity of the experimental, control, and comparison groups in terms of academic background and foundation. In terms of the teaching content of learning Japanese art songs, similar to the experimental and control groups, the comparison group received the same content and teaching objectives before the start of learning. Initially, all three groups of students adopted a “traditional education” model, with the implementation of the STEAM education model occurring later in the learning process. The comparison group used traditional music teaching methods, emphasizing the traditional transmission of music knowledge without introducing interdisciplinary elements of integrated education. This ensured that the experimental and control groups received instruction in the same teaching environment, while the comparison group served as a comparison reflecting the influence of traditional music education. Compared to the experimental and control groups, the classroom design for the comparison group included traditional music teaching methods, focusing on the transmission of music knowledge without introducing interdisciplinary teaching elements. This helped accurately assess the impact of the STEAM education model on students’ learning motivation and overall qualities. After the teaching concluded, a questionnaire survey was conducted among students in the experimental, control, and comparison groups to understand their feelings and attitudes towards learning. This included evaluations of students’ “team cooperation and interpersonal skills” and “learning interest.

SPSS 22.0 statistical tools are used to process and analyze the data. This paper explores the relationship between STEAM education and students’ learning drive and its mechanism, and it constructs an evaluation system for the teaching mode under the STEAM educational concept through the analytic hierarchy process (AHP). The p-value analysis of the questionnaire survey data explores the correlation of influencing factors. SPSS software is employed to analyze different items of the questionnaire. The Cronbach’s α coefficient value of the questionnaire reliability is 0.87, indicating that the reliability value passes the test.

4.4. Parameter Setting

In order to better understand the learning drive, the learning drive can be divided into tenacity, empathy, teamwork and interpersonal relationship, interest in learning, courage, and risk tolerance from a psychological point of view. The evaluation system of STEAM education is constructed based on AHP.

Table 1. STEAM education evaluation systems.

First-Level Indicators	Second-Level Indicators	Third-Level Indicators
STEAM Education Evaluation	Tenacity	Resistance
		Stress tolerance
		Self-control
		Strength
	Empathy	Emotional transfer of art songs
		Songs express thoughts and feelings
		Song empathy
	Teamwork and interpersonal processing	Show willingness to cooperate
		Ability of organization and cooperation
		Ability to solve problems
		Interpersonal communication skills
	Interest in learning	Accomplishment in learning
		Harvest of learning
		Interest in learning
	Courage and risk tolerance	Willingness to contact new things
		Curiosity
		Take responsibility bravely
		Spirit of adventure

shows the details. The index system is divided into three levels: the first level is “STEAM Education Evaluation”. Park et al. (2021) collectively established 14 diagnostic items, encompassing the school’s STEAM environment foundation, the school unit, and the execution level of STEAM education at various regional member levels. They developed a STEAM diagnostic assessment tool to enhance the implementation of STEAM education [44]. Through higher education STEAM gamification assessment, Boytchev et al. (2020) demonstrated positive expectations regarding student performance and motivation resulting from the gamification of higher education STEAM [45]. Chen et al. (2019) innovated teaching design across ten aspects: scenario creation, knowledge dissemination, posing questions, analyzing problems, introducing concepts, interface design, logic design, self-evaluation and peer evaluation, teacher comments, and extended innovation [46]. These sources encompass information related to learning motivation, STEAM education, and psychology and education relevant to disciplines. For the content outlined in Table 1, second-level and third-level indicators of STEAM education are evaluated by combining different literature. These specific indicators are selected based on their frequent appearance in the literature and their perceived importance to learning motivation in the context of STEAM education. These indicators are considered to comprehensively reflect students’ learning motivation in a STEAM education environment, encompassing tenacity, empathy, teamwork and interpersonal processing, interest in learning, and courage and risk tolerance. The effectiveness and accuracy of the evaluation system are verified by analyzing the data with the SPSS 22.0 statistical tool. The second-level indicators include tenacity, empathy, teamwork and interpersonal skills, interest in learning, courage, and risk tolerance. The third-level indicators are refined into 18 more specific and quantifiable items.

5. Experimental Result

The relationships among research variables, such as tenacity, empathy, teamwork and interpersonal processing, interest in learning, and courage and risk tolerance, are measured. The correlation between different research variables is outlined in

Table 2. The correlation between different research variables.

	Tenacity	Empathy	Teamwork and Interpersonal Processing	Interest in Learning	Courage and Risk Tolerance
Tenacity	1	0.435 **	0.253 **	0.634 **	0.138 **
Empathy	0.435 **	1	0.534 **	0.364 **	0.239 **
Teamwork and interpersonal processing	0.253 **	0.534 **	1	0.258 **	0.367 **
Interest in learning	0.634 **	0.364 **	0.258 **	1	0.460 **
Courage and risk tolerance	0.138 **	0.239 **	0.367 **	0.460 **	1

** The correlation is significant at 0.01.

. The correlation coefficient between tenacity and resilience is 0.435 (** p < 0.01), indicating a significant positive correlation. This suggests that there is a certain degree of positive correlation between tenacity and resilience in the study, meaning individuals who perform well in one aspect tend to perform well in the other. The correlation coefficient between empathy and teamwork and interpersonal processing is 0.534 (** p < 0.01), showing a significant positive correlation. This indicates that in the study, there is a positive correlation between empathy and teamwork and interpersonal processing, suggesting that individuals with stronger empathy may perform better in teamwork. The correlation coefficients between learning interest and tenacity, empathy, teamwork, and interpersonal processing are 0.634, 0.364, and 0.258, respectively (** p < 0.01). This implies a significant positive correlation between learning interest and these psychological traits. Individuals with higher learning interests may perform better in tenacity, empathy, and teamwork. Courage and risk tolerance show relatively lower correlation coefficients with other variables, ranging from 0.138 to 0.460 (** p < 0.01). This indicates that courage and risk tolerance have a certain degree of positive correlation with other psychological traits, but the correlation is weaker.

In this survey, the demographic information of the respondents is as follows. The students involved in the study are primarily Japanese language majors at Waseda University. There are 53 males and 65 females. The age ranges from 18 to 20. The statistics of the scores before using the STEAM education system are expressed in Figure 4.

Figure 4 shows that as long as the students’ scores are concentrated in a range of 60–80, the proportion of students with more than 80 is less than 15%. The majority of students have grades distributed above 70, with 55% falling within the 70–80 range. About 36% of students fall within the 60–70 range, indicating that some students have relatively lower grades. A small percentage of students have scores above 80, especially in the 90–100 range, suggesting that a few students had high grades before the implementation of the STEAM education system. Further, 2% of students have scores below 60, requiring special attention and support. A questionnaire survey on students before and after the implementation of the STEAM education model is conducted, using a five-level scoring system, with a maximum score of 5. The survey data statistics are exhibited in

Table 3. Statistics of questionnaire survey results.

Second-Level Indicators	Third-Level Indicators	After the Implementation of the STEAM Education Model		Before the Implementation of the STEAM Education Model		p Value	Cohen’s-d
		Average Scores	Standard Deviation (SD)	Average Scores	SD
Tenacity	Tenacity	3.02	0.66	3.05	0.65	>0.05	0.74
	Stress tolerance	2.89	0.65	3.0	0.64	>0.05	0.75
	Self-control	2.76	0.67	2.78	0.66	>0.05	0.73
	Strength	3.27	0.75	3.40	0.71	0.031	0.78
Empathy	Emotional transfer of art songs	3.40	0.59	3.51	0.54	0.014	0.79
	Songs express thoughts and feelings	3.46	0.74	3.64	0.71	<0.01	0.81
	Song empathy	3.59	0.69	3.62	0.64	0.045	0.76
Teamwork and interpersonal processing	Show willingness to cooperate	2.46	0.58	3.43	0.55	<0.01	0.83
	Ability of organization and cooperation	2.80	0.77	3.32	0.72	<0.01	0.86
	Ability to solve problems	2.91	0.89	3.44	0.73	<0.01	0.88
	Interpersonal communication skills	3.42	0.88	3.67	0.75	<0.01	0.81
Interest in learning	Accomplishment in learning	2.03	0.81	3.50	0.66	<0.01	0.82
	Harvest of learning	2.14	0.65	3.63	0.65	<0.01	0.87
	Interest in learning	2.58	0.67	3.54	0.64	<0.01	0.85
	Willingness to contact new things	2.45	0.72	3.33	0.66	<0.01	0.82
Courage and risk tolerance	Curiosity	3.76	0.69	3.76	0.64	>0.05	0.79
	Take responsibility bravely	3.65	0.81	3.70	0.75	0.032	0.73
	Spirit of adventure	3.04	0.7	3.25	0.64	0.024	0.73
	Show willingness to cooperate	3.68	0.68	3.71	0.62	0.021	0.75

. In the statistical process of the questionnaire survey results, invalid questionnaires and duplicate questionnaires are eliminated through checking and verification. The test result of the p-value of the questionnaire is less than 0.01, which verifies the validity of the results.

Table 3 highlights the following aspects: Tenacity: After implementing the STEAM education model, there is no significant change in students’ average scores in aspects, such as resistance, stress tolerance, self-control, and inner strength (p > 0.05). Only in the inner strength aspect, the p-value is 0.031, indicating a slight decrease in students’ inner strength scores after implementing STEAM education. The Cohen’s d effect size is 0.78, indicating a moderate effect. Empathy: In the emotional transfer of art songs, expressing thoughts and emotions through songs, and song empathy, students show a significant improvement in average scores after implementing STEAM education (p < 0.05). Among the three indicators, the most significant improvement is observed in expressing thoughts and emotions through songs, with a Cohen’s d effect size of 0.81, indicating a large effect. Teamwork and Interpersonal Processing: In demonstrating willingness to cooperate, ability of organization and cooperation, ability to solve problems, and interpersonal communication skills, students show a significant increase in average scores after implementing STEAM education (p < 0.01). In ability to solve problems and interpersonal communication skills, the Cohen’s d effect size is relatively large, at 0.88 and 0.81, respectively, showing a significant effect. Interest in Learning: Accomplishment in learning, the harvest of learning, interest in learning, and willingness to consider new things, students’ average scores show a significant increase after implementing STEAM education (p < 0.01). In accomplishment in learning, the harvest of learning, and learning interest, the Cohen’s d effect size is 0.82, 0.87, and 0.85, respectively, indicating a large effect size. Courage and Risk Tolerance: In curiosity, willingness to take on responsibilities, spirit of adventure, and showing willingness to cooperate, there is no significant change in students’ average scores after implementing STEAM education (p > 0.05). Only in taking on responsibilities and spirit of adventure, the p-values are 0.032 and 0.024, respectively, indicating a slight decrease in scores in these two aspects after implementing STEAM education but with a small effect size. The SD of the three-level indicators is small, which meets the requirements and can be used for correlation tests. Among the five secondary indicators, the STEAM education model has an obvious correlation with students’ “team cooperation and interpersonal skills” and “degree of interest in learning”, and the calculated results of p-values are all less than 0.01. Meanwhile, Cohen’ s d values are all greater than 0.8, indicating that there is an efficient interaction between them. Overall, most indicators showed a positive developmental trend after the implementation of STEAM education. Students made significant progress in empathy, teamwork and interpersonal processing, and interest in learning. However, there might be slight decreases in some sub-items, which need further exploration in future research. A statistical chart of the changes in students’ teamwork ability before and after the STEAM education mode is displayed in Figure 5.

Figure 5 shows that before implementing the STEAM education model, students have a cooperation willingness score of 2.46, which increases to 3.43 after implementation. The cooperation ability score increases from 2.8 before STEAM education to 3.32 after implementation. The problem-solving ability score increases from 2.91 before STEAM education to 3.44 after implementation. The interpersonal communication skill score increases from 3.42 before STEAM education to 3.67 after implementation. By comparing the data before and after the implementation of the STEAM education model, it is evident that students make significant improvements in various aspects of teamwork. The scores for willingness to cooperate, cooperation ability, problem-solving ability, and interpersonal communication skills all show noticeable increases, indicating a positive impact of the STEAM education model on students’ teamwork abilities. These results reflect the effectiveness of STEAM education, emphasizing interdisciplinary learning, practice, and teamwork, which positively contribute to the development of students’ overall abilities and collaborative spirit. The investigation data of students’ interest in learning is analyzed, and the analysis results are demonstrated in Figure 6.

Figure 6 suggests that before the implementation of the STEAM education model, students have a sense of fulfillment score of 2.03, which increases to 3.5 after implementation. The sense of harvest score increases from 2.14 before STEAM education to 3.63 after implementation. The interest in learning score is 2.58 before STEAM education and remains relatively stable at 3.54 after implementation. The motivation for learning score is 2.45 before STEAM education, slightly decreasing to 3.33 after implementation. By comparing the data before and after the implementation of the STEAM education model, it is evident that students significantly improve their sense of fulfillment, sense of harvest, and interest in learning. This indicates that the STEAM education model has a significant positive impact on sparking students’ interest in learning, enhancing their sense of fulfillment, and experiencing tangible learning gains. However, it is worth noting the slight decrease in learning motivation. This could be because students perceive learning as more interesting and practical after the implementation of STEAM education, but it might also be influenced by certain aspects of curriculum design, leading to a decrease in learning motivation. Therefore, in future course designs, special attention should be given to maintaining or enhancing students’ learning motivation. In addition, this paper also makes statistics on students’ academic achievements after the STEAM education mode and compares them before and after. A comparison of academic achievements before and after the STEAM education mode is presented in Figure 7.

In Figure 7, before the implementation of the STEAM education model, the percentages of students scoring below 60, between 60–70, 70–80, 80–90, and 90–100, are 2%, 36%, 65%, 10%, and 5%, respectively. After the implementation of the STEAM education model, the percentage of students in these score ranges changes to 0%, 23%, 67%, 18%, and 10%, respectively. By comparing the data before and after the implementation of the STEAM education model, it can be observed that students achieve significant improvements in academic performance distribution. After the implementation of STEAM education, the proportion of students scoring below 60 and in the 60–70 range significantly decreases, while the proportions in the 80–90 and 90–100 ranges significantly increase. This indicates that the STEAM education model positively impacted students’ academic performance, raising the overall level of student grades. This can be attributed to the STEAM education model sparking students’ interest in learning, enhancing their learning motivation and practical application abilities. The research results indicate that the STEAM education model not only improves students’ learning drive and comprehensive quality but also has a positive impact on students’ academic performance.

6. Discussion

Many developed countries hope to combine the concept of STEAM education with interdisciplinary learning to provide comprehensive interdisciplinary STEAM teaching for school-age children. Xue argued that in the current market with fierce competition for talent, the current focus of education is how to cultivate talents needed by the market. STEAM education is a problem-oriented method, which can effectively improve students’ independent thinking and problem-solving ability through multi-disciplinary education. Since STEAM education was put forward, it has been applied to many disciplines, including labor education courses. As a typical interdisciplinary course integration method based on real-world themes, STEAM education provides a new idea for the cross-border integration of labor education courses [47]. Xue’s research was based on the theoretical research of STEAM education, but the comparative experimental research of STEAM education was also carried out. However, all of them can demonstrate the important role of STEAM education in the comprehensive cultivation of students. Li et al. thought that STEAM education aims at interdisciplinary knowledge construction and higher-order thinking development, which is what Chinese school education lacks, so school education needs to strengthen cooperative teaching, project learning, and collaborative learning [48]. Li et al. analyzed the STEAM education model and its promoting effect on students’ research psychology. The STEAM education model not only improves students’ learning motivation and comprehensive quality but also has a positive impact on their academic performance. This research is consistent with the findings of this paper, which both confirm the catalytic effect of STEAM education on students. Plucker et al. (2021) studied the latest developments and key issues in educational psychology, discussed the relevance and value of replication in educational psychology, and analyzed the role that replication can and should play in research [49]. The results suggested that educational psychology would help people better understand existing jobs and more efficiently perform future work. From the perspective of educational psychology, this paper shows the effect of educational psychology on people. Different from the research perspective of this paper, Plucker et al. also applied educational psychology and demonstrated the positive impact of STEAM education using educational psychology on students. Thereby, the teaching strategy based on the idea of STEAM education proposed here for the music class in the art education of Chinese school education can improve students’ self-efficacy and learning effect and stimulate students’ learning motivation.

To sum up, the application of the STEAM educational concept in education and teaching will involve many factors. Based on the analysis of the concept of STEAM education integration and the classroom teaching strategies of art songs, the corresponding teaching design is carried out through the project-based STEAM teaching model and the problem-based STEAM teaching model, and the STEAM educational concept is successfully put into practice in the classroom teaching of art songs. The changes in students’ teamwork ability, learning interest, and academic performance before and after the STEAM education model are analyzed. As various classes have different understandings of the characteristics of STEAM education, such as multidisciplinary integration, situational, and design, there may be some differences in the classroom teaching process under the guidance of the STEAM educational concept with modern information teaching means. Therefore, the absorption effect of teaching content is not the same.

7. Conclusions

With the development of science and technology throughout the world, it is particularly important for China and education to cultivate successors with creative thinking and innovative ability in the new century. In this paper, the classroom teaching of art songs under the educational concept of STEAM is taken as the research object, and the corresponding teaching strategies are proposed. The results manifest that the classroom teaching strategy for art songs based on the STEAM education philosophy positively and significantly impacts students. First, in terms of students’ teamwork skills, after implementing the STEAM education model, students’ willingness to cooperate, teamwork abilities, problem-solving ability, and interpersonal communication skills all significantly improve. This indicates that STEAM education successfully stimulates students’ spirit of teamwork. Then, students’ interest in learning and their sense of fulfillment increase significantly. The STEAM education model not only sparks students’ strong interest in the subject but also makes them feel the practical gains and achievements of learning, thereby enhancing their sense of fulfillment. This reflects the effectiveness of STEAM education in cultivating students’ initiative in learning and practical application skills. Additionally, the overall level of student performance improves significantly. After implementing STEAM education, there is a noticeable improvement in the distribution of students’ academic performance, with a reduction in the proportion of low scores and an increase in high scores, highlighting the positive promoting effect of the STEAM education model on academic performance. However, a slight decrease in students’ learning motivation is worth noting. This trend may need attention in future teaching designs to ensure that students’ motivation for learning remains high. Overall, the classroom teaching strategy for art songs based on the STEAM education philosophy has significantly positively impacted students’ overall literacy and psychological traits. This provides valuable insights for the innovation of future music education. There are still some shortcomings. The sample does not cover many sociocultural diversities present in various countries. This paper introduces the concept of STEAM education but does not delve into the theoretical framework of this concept in music education. Future research could strengthen the analysis of the theoretical basis of STEAM education in the field of music education to better guide practical teaching practices. Additionally, this paper primarily focuses on teaching strategies for art songs and student psychology, without conducting cross-cultural comparisons. Considering the cultural differences between countries, future research could more deeply compare students’ responses to STEAM education in different cultural backgrounds, providing more comprehensive teaching recommendations. Furthermore, although this paper made some preliminary achievements in the application of STEAM education in the literature field, it is recognized that the research work is still in the exploratory stage. Future research could further deepen the understanding of students’ learning psychology, explore differences in students’ responses to STEAM education in different cultural backgrounds, and investigate the long-term impact of more systematic educational interventions on students’ overall development. This paper provides a valuable starting point and powerful insights for these future research directions. Through more in-depth empirical research, a more comprehensive understanding of the potential impact of STEAM education in the literature field can be gained, offering more targeted suggestions for the innovation and reform of literary education.