First, the main characteristics of children's music education
1. Children's music education must conform to the scientific laws of pedagogy and psychology.
Children's music education must be guided by basic theories such as the physiological and psychological characteristics of children's development and the principles and methods of children's education. If these problems are violated regularly, education will get half the result with half the effort or have little effect, and even bring psychological and physical harm to children. For example, a teacher who is proficient in music skills and skills, familiar with children's age characteristics, and educates children according to correct educational principles and methods will teach quickly and well; On the other hand, teachers who do not have the above conditions will not be able to teach the key points, and they will be in a hurry and their children will not learn. For example, a teacher teaches children to dance and asks them to dance beautifully and straightly. She reminded the children to focus on their right foot, which is in front. Because she is familiar with the concrete image of children's thinking and is good at imitation, she speaks and acts with vivid language and concrete and intuitive demonstration. The children's Committee quickly learned this movement, and the posture was beautiful and straight. There is also a teacher who does not understand the psychological characteristics of children and the basic principles of early childhood education, and publicly accuses a child of "left" voice, which hurts the child's self-esteem and makes him discouraged from learning to sing. The child doesn't want to sing any more. Another teacher mastered the principle of teaching students in accordance with their aptitude. He made a careful investigation and found out the reason why the child's singing voice was inaccurate. In view of a child's low vocal range, which is inconsistent with other children's vocal range when singing in groups, and some high vocal ranges are inaccurate, the teacher arranged opportunities for him to sing alone, and some higher tones suitable for his vocal range set the tone for him, which solved his specific difficulties in singing, mobilized his enthusiasm for learning singing and enhanced his self-confidence in learning.
2. Educating children through the emotional experience and aesthetic feeling of music art is the main feature of music education.
Music education, like other subjects, has the ability to educate children to develop morally, intellectually, physically and aesthetically. Only on the basis of giving full play to the characteristics of each subject can each subject give full play to its educational role. The main feature of music education is to accomplish its educational task by giving people emotional experience and aesthetic feeling through music works.
The aesthetic feeling of music is to let children feel the artistic beauty of music works, produce emotional resonance and get the feeling of beauty, so as to identify the beauty and ugliness, sadness and joy, loftiness and inferiority of things reflected in the works and understand the right and wrong, right and wrong, beauty and ugliness in things. The artistic beauty of music works includes the beauty of melody, rhythm, harmony and timbre in singing and playing. When the author embodies objectivity in his music works, he always expresses the author's clear attitude towards this matter. Children's music works mainly reflect interesting, positive, healthy and lively thoughts and emotions in children's lives, and at the same time show a clear attitude of approval, praise, concern, sympathy, encouragement and help hidden behind these thoughts and emotions. Some music works also have ugly negative images, as a contrast of positive images, so that children can distinguish beauty and ugliness, right and wrong, right and wrong in comparison. Music art does not rely on direct reasoning, but on vivid and touching artistic images to stimulate people's feelings, inspire people, play its role in infecting education and make people understand its educational connotation. For example, teaching children to learn to sing "A penny" (Pan Jixin's Ci), the educational significance of the song lies in the moral education of picking up money, but the words of picking up money are not directly spoken in the song, but the children's innocent tone, melody and happy mood are used to sing the concrete plot that the children give the money to the police uncle who nods to him with money, thus creating such a vivid and touching image of saving skills for the children. Let them realize that they can't have what they don't have, and it is right and pleasant to give away what they find, even the least money-a penny. Such an educational function to stimulate emotions is often more deeply rooted in people's hearts than direct preaching. In music education, whether it is the education of ideology, emotional experience, moral behavior, or the education of knowledge, skills and understanding, it needs to be carried out through aesthetic feelings.
3. Entertainment is another feature of children's music art education.
Music art is entertaining, which is one of the important characteristics to attract children to actively participate in music activities. Using the entertainment characteristics of music to guide children to play middle school, in music middle school, put music education in happy music feelings and music performances, and learn happily, which benefits a lot. Guide children to receive education in lively art education activities, put education in joyful music activities, take "music" as an effective means to educate children, promote their lively and cheerful personality, physical and mental health and spiritual satisfaction, and at the same time carry out moral, intellectual and physical education.
4. The influence of music education comes from the subtle educational process.
Music education is carried out in children's happy music activities, and its educational influence is often not as straightforward as that expressed by language preaching, but permeates children's inner feelings and hearts like spring rain, playing an educational role of edification and infection. Therefore, in music education, whether it is the cultivation of ability, the improvement of ideological understanding or the cultivation of mind, it needs to go through a gradual, continuous and subtle educational process. Music art education exerts a subtle influence on people's inner feelings and hearts, which is more convincing, deeper and more lasting than preaching.
Second, the application of music education in practice promotes children's all-round development.
1. Encourage children to actively and confidently participate in activities.
In the past music activities, some children were always actors and some children were always spectators. Those gifted children often have the opportunity to perform, while those with poor conditions dare not perform because of their inferiority complex. If left unchecked, these children will not only lose the opportunity to learn music knowledge and skills, but also lead to certain psychological defects. We should use music activities as a means to let every child actively, actively and confidently participate in the activities to meet the needs of children's self-expression. Based on this thinking, I designed a "ladder" for small steps, put forward appropriate requirements, and individualized education as much as possible, so that every child can develop at his own pace. For example, I designed a series of rhythm games, starting from very low, from easy to difficult: listen to the bell and clap your hands (that is, clap your hands to imitate the rhythm of the bell). Drum and clock (that is, stamping your feet to imitate the rhythm of the drum and clapping your hands to imitate the rhythm of the clock). Robot (that is, listening to the bass and treble areas of the piano, represented by stamping and clapping, respectively). Small hands and feet (that is, according to the signs of small hands and feet on the map, use small hands and feet to express the corresponding rhythm with music). This group of games does not require high skills. The purpose is to let children walk into music activities easily and naturally, and experience the success of artistic expression in low difficulty.
In addition, in music activities, I try my best to give every child the opportunity to be a leader, such as conducting, singing and playing, so that children at different stages of development can meet the needs of self-expression and build self-confidence.
2. Pay attention to children's exploration and development.
Bruner believes that discovery can stimulate the potential of wisdom, cultivate internal motivation, and help to learn the skills of discovery and keep memory. Because children are young and have poor persistence and patience, they cannot explore without seeing progress for a long time. Therefore, we should create an environment conducive to children's exploration and active operation, and stimulate their exploration motivation. For example, explore the internal driving force in children's understanding of syncopation rhythm. For example, exploring the internal driving force in children's cognitive segmentation. For example, in the process of children's understanding of syncopation rhythm (X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Guide children to discover whether there is such a rhythm around them. For example, when my mother had a toothache, she buried her face and said, "Whoa whoa whoa whoa whoa whoa whoa", and my grandfather pulled out carrots with all his might. Tell children what syncopation rhythm is and guide them to try to play syncopation rhythm on the xylophone. Play the song "Doll" to guide children to focus on finding the rhythm of syncopation and listening to music. Inspire children to creatively express the syncopation rhythm of the doll's anxiety by stamping their feet, turning around and spreading their hands. Guide children to accompany dolls with musical instruments such as xylophone and aluminum piano.
In addition, I also let children tap bottles, bowls or boxes with different amounts of water to let them feel the difference in sound; Let children listen to the pitches of Mi, Sol and La in the game of "Small Animals Looking for Home" to get a good sense of intonation; Let children try to play familiar songs on the xylophone in free activities and corner activities. In this process, children watch xylophone, listen to pitch, operate with their hands, think with their brains, show a dedicated learning attitude, and cultivate their good psychological qualities such as independence, self-control and responsibility.
3. Cultivate children's creative consciousness
In music activities, we should not only emphasize the training of skills, but also guide children to express and create beauty. Because music activities include stages of thinking such as feeling, imagination, understanding and creation, it plays a unique role in cultivating children's creative consciousness and ability. Of course, cultivating creativity does not mean giving up imitation. Imitation is necessary in music activities. It is the initial way of learning, but we must quickly cross this stage and enter the exploration period, guiding children to boldly innovate, think independently and express their unique opinions. If the pitches of mi, sol and la are expressed in the form of pictures, some children draw a TV set, in which the antenna is la, the switch is sol and the foot is MI; Some children drew a little goldfish spitting bubbles. The little bubble is mi, the middle bubble is sol and the big bubble is la. They sang 356 songs ... in the face of these childish creations, I affirmed and encouraged them and guided them to show them in public.
On this basis, I created a relaxed environment for children, guided creativity from the shallow to the deep, and showed their talents. From the adaptation of lyrics and the tapping of simple phrases, it has developed into music such as picture stories, music creation and action arrangement. Encourage children to proceed from their own reality and fully demonstrate their creativity through efforts. For example, I guide children to dub the familiar picture story "Monkey Learning" with different timbre instruments, showing the different characteristics and emotions of grandpa and monkeys; For example, when I enjoy the music Swan, I use music to inspire my children to recite. One of the children "recited" this way: "A little swan was injured. I gently took it home and cured it. But swans are lonely. It must miss its mother very much. I will definitely send it back to Mother Swan's arms tomorrow. " Only by letting children do it according to their own conditions, methods and wishes can children learn actively and exert their imagination and originality. Although the children's performance is still very naive, they are all true feelings, reflecting their unique imagination and creativity.
4. Emphasize communication and cooperation in activities.
Many music activities need cooperation, such as chorus and group dance, small bands and games. Therefore, we should closely link physical creation and group cooperation into a whole. We should not only respect individual development, but also pay attention to group communication and cooperation. For example, in order to get a harmonious voice in chorus, children need to constantly adjust their pitch by listening to the piano and the songs of their peers. For another example, I asked the children to take turns tapping songs on their xylophones or aluminum pianos or playing them in the form of cannons. Once, I encouraged six children to play the song Little Star with one of the building blocks of do, re, mi, fa, sol and la. When the voice is self-centered, it will be hit by the person who holds this piece. This kind of activity is conducive to cultivating children's self-control ability and dedicated learning attitude. For another example, I seized the opportunity to inspire children to create the music "The Sound of a Spring Tour" according to the activity of "going to the park to find spring", and asked them to jointly determine the theme, choose musical instruments, create rhythm and finally cooperate. In this process, every child has tasks and responsibilities, and every child is an important role in the group. While sticking to your "post", gradually get rid of self-centeredness and share the joy of cooperation.
In a word, in our country, nurseries and kindergartens are the places where music education can be carried out for infants and young children in a planned and purposeful way. We must make full use of this advantage, give full play to the initiative of kindergarten teachers, tap the potential of children through music education, reflect the scientific value of music education, and make children develop in an all-round way.