1. Teaching objectives

1. By studying the work "Under the Silver Moonlight", understand the song's expression of love for the music of Xinjiang ethnic minorities.

2. Improve learning and inquiry abilities by listening to songs and using methods such as discussion and analysis.

3. By studying the work "Under the Silver Moonlight", understand the characteristics of Xinjiang Tatar music and hum the song melody.

2. Important and difficult points in teaching

Key points

Understand the characteristics of Xinjiang Tatar music by studying the work "Under the Silver Moonlight".

Difficulties

Understand the characteristics of Xinjiang Tatar music and hum the song melody.

3. Teaching process

(1) Introduction of new lesson

The teacher plays a clip of the song "Youth Dance" and asks the students: What is the song called? Which song is it? Local folk songs?

Students can answer freely.

Teacher summary: The song is "Youth Dance", which is a folk song of the Uyghur ethnic group in Xinjiang. Xinjiang is a beautiful place with vast territory and abundant resources. In addition to the Uyghurs, there are also other ethnic minorities such as the Tatars, which introduces the topic.

(2) Initial perception

1. The teacher plays the song and asks, what is the speed of the song? How is the mood?

Students answer freely.

Teacher summary: Slowly; beautifully and lyrically.

2. The teacher played the song again and asked: What does the song say? What emotions does it express?

Students can answer freely.

Teacher summary: The song describes the protagonist searching for traces of the past on the moonlit beach, expressing the young man's infinite grief for losing his lover and his beautiful yearning for love.

(3) Inquiry learning

1. The teacher plays the video with relevant information on the historical background at that time and asks students to understand the story behind the song.

Teacher summary: "Under the Silver Moonlight" was originally a song adapted by composer Li Yinghai based on the Tatar folk song of Xinjiang, and was later adapted into a light music piece by Ding Xiaoli.

2. The teacher asked a question: What is the musical structure of the song? What emotions are expressed in each part? Invite students to discuss in groups of four.

Students discuss in groups and ask group representatives to speak.

Teacher’s summary: The music has a three-section structure. The first section has a beautiful and lyrical melody, describing the protagonist’s search for traces of the past on the moonlit beach. The mood of the second section is slightly melancholy and sad. The third section is a complete reproduction of the first section, as if the protagonist, me, has restrained her inner sadness and decisively rode her horse towards where she went.

3. The teacher plays the song again and asks the students to hum the melody quietly.

4. The teacher plays the song again and asks students to think about what are the characteristics of Tatar songs?

Students can answer freely.

The teacher summarized and added: Most Tatar folk songs express the rich inner feelings, and many express the love of young men and women. It is characterized by delicate lyricism and good at metaphors, which makes people feel like hearing its voice and seeing its person, and have a strong sense of beauty. Some Tatar folk songs have already become popular songs in Xinjiang.

(4) Expansion and extension

The teacher played a video introducing the customs and customs of the Tatar people, and asked student representatives to summarize.

Teachers provide encouraging evaluations.

(5) Summary of homework

Teachers and students *** reviewed the important and difficult content of this lesson together. After class, students were asked to go back and collect other Tatar music works to share in the next class. .

4. Blackboard design