Unit 1 Ode to the Moon
In music creation at home and abroad in ancient and modern times, there are many musical works of different genres with the theme of the moon. These works usually use scenes to express emotions and express reverie. The songs selected in this unit, "Hometown of the Moon", "Curved Moon", "Moonlight Night", etc. all fall into this category. Among them, the theme significance of "Hometown of the Moon" has a strong contemporary character. It expresses the unified voice of the people on both sides of the Taiwan Strait who long for reunion. "Curved Moon" is a popular song that has been sung in recent years. It has a lyrical and smooth melody and a free and stretching rhythm. "Moonnight" is a German classical art song, which embodies the artistic characteristics of the trinity of poetry, melody and accompaniment. All three are lyrical songs, but have different styles. "The Moon Reflects on Two Springs", "The Moon Is High" and "The Flowers Are Full and the Moon Is Full" are masterpieces on the theme of the moon presented in the form of instrumental music.
"Two Springs Reflect the Moon" was originally an erhu solo, but was later adapted into a variety of performance forms, such as erhu and orchestra, string ensemble, a cappella, violin and pipa duet, etc. The selection for this unit is a string ensemble adapted by Wu Zuqiang. Examples of ensemble scores are selected in the textbook to let students understand the common sense about the score in a subtle way. "The Moon Is High" is a pipa solo piece, while "The Flowers Are Full and the Moon Is Full" is a folk music ensemble. Both of them have different emphases in musical emotions.
The second unit of Rap World
This unit is similar to the second volume of the eighth grade "Liyuan Yingying". By selecting more representative works and matching them with clear performance stills, Supplemented by concise text explanations, the basic aspects of representative rap music are displayed, so that students can better appreciate the charm of rap art, which is also a treasure of national music culture, in the classroom.
The art of rapping is the trinity of speaking, singing and performing. It is rich in local color and closely integrated with language. The performers narrate or speak for themselves accompanied by simple musical instruments, which has a strong appeal. This unit guides students to appreciate representative arias, allowing them to understand several influential rap art forms such as Jingyun Dagu, Danxian, Pingtan, and Voiceless. The textbook provides more text explanations in the form of a knowledge board, allowing students to understand it through their own reading and combining the sounds they listen to and the pictures they see. The teaching materials do not advocate placing excessive demands on students in teaching, in order to dispel the doubts of teachers and students in some areas. Various regions and ethnic groups in our country have rich folk rap art resources. When teachers and students implement teaching activities, they can extensively explore and use the excellent cultural treasures of their regions and ethnic groups to expand the scope of this set of teaching materials. Limitations brought about by the restrictions, maximize the use of teaching materials and make use of them.
The "Music Activities" after class in this unit designed a "rap" practice activity of singing "Rebuild the River and Mountains for Future Generations" while playing drums. Two exercises were also designed to help students pay attention to special musical instruments and Local dialects, review and summarize classroom teaching content.
Unit 3: Western Music
One of the features of this set of textbooks is that it breaks the material selection model with the European professional music system as the core, and adds Chinese and foreign ethnic folk music, Chinese and foreign modern music Composed music, Chinese and foreign modern popular music and light music, etc. But this textbook does not simply move from one extreme to the other. In this unit, representative writers and works in the European professional music creation system for more than 300 years from Bach to Stravinsky are introduced in a concentrated learning manner according to historical chronology.
In Bach's "Aria on the G String", an exercise is arranged for students to write "Music Description", aiming to cultivate students to express their feelings about music in words while feeling the music. understanding and perception; in "Hallelujah", the focus is on allowing students to perceive the style of Baroque music; in "Symphony of Surprise" and "Happy Peasant Gathering", the focus is on helping students understand the tonal switching characteristics of classical symphony works As well as the personal creative style of representative composers; the exercises set up after "String Serenade in G Major" are designed to guide students to understand the concept of chords. Although it is not explicitly mentioned in the textbook, combined with listening to music, students can It is easy to grasp the subject-subordinate relationship in traditional harmony; there are many ornaments in Schubert's "Musical Moments". This piece allows students to perceive the role of ornaments in expressing musical emotions; when listening to Chai After the "March" in Kovsky's "The Nutcracker", a small exercise is set up for students to review the timbre of the instrument; in "Slavic Dances", students are asked to sing the main melody by heart to master the basic feeling of singing the auxiliary notes accurately; in "Slavic Dances" "Through the Bells of the Forest Leaves" and "Russian Dance" allow students to experience the acoustic characteristics of diatonic Impressionist music and rough modern music respectively... From the above introduction, we can see that each piece The selection of works has clear purposes and requirements. The works selected in this unit not only help students systematically understand the development of European music, but also explain the basic theoretical knowledge of music that was previously regarded as difficult by teachers and students through distinctive works, reducing the difficulty of learning and providing opportunities for teachers and students. Teaching provides effective methods.
This unit is self-contained and echoes with the "Ancient Chinese Rhythm" in the second volume of the seventh grade, concisely showing the basic overview of the development of ancient music at home and abroad.
Unit 4: The Land of China (5) - Sound Poems on the Seaside
The four musical works selected in this unit are "The Waves of Gulangyu Island", "Xisha, Lovely Hometown", "The Sea" "Ah, Hometown" and "Seaside Sound Poetry" demonstrate the creative insights that my country's thousands of miles of sea territory has brought to composers. These musical works are mainly lyrical, with different themes. Three of the songs express feelings through first-person speaking. "The Waves on Gulangyu Island" is similar in theme to the first unit's "Hometown of the Moon", which expresses sincere longing for Taiwan and reflects the strong desire of the people on both sides of the Taiwan Strait to look forward to the reunification of the motherland. "Xisha, Lovely Hometown" passionately praises the beautiful Xisha Islands in the South China Sea of ??the motherland; "Ocean, Hometown" has a cordial and natural tone, and is eloquent, with deep affection flowing between the phrases. Although the violin solo "Seaside Sound Poetry" was created in 1962, it is still full of charm in shaping the musical image and expressing musical emotions. It is a more suitable appreciation material for junior high school students today. In addition, from the perspective of the creative background, the sea represented in different works implies differences in geographical location, which helps students to organically connect and synthesize music and geography.
Unit 5: Global Journey (5) - A Glimpse of North America
This unit displays several representative ethnic folk music in the North American music culture circle, involving Canada , the United States, Greenland and other countries and regions. The overall design maintains the style of the first four "Global Journey" units, focusing on providing materials with distinctive regional characteristics for teachers and students to browse. Through the introduction of the works in the second part, we can more truly feel the background and unique charm of these works.
Unit 6 Winter Journey
This unit is the last chapter of the "Four Seasons" theme. Combined with the seasonal characteristics of winter, we provide students with repertoire for singing, appreciation and comprehensive music performances. Among them, Huang Zi's "Walking in the Snow in Search of Plum Blossoms" adopts the form of a two-part chorus to help students accumulate experience in singing multi-part musical works.