Second Volume for Seventh Graders

The second volume of the seventh-grade compulsory education curriculum standard music experimental textbook published by the People's Education Press has been trialled in most teaching material planning experimental areas across the country since the spring of 2003. Like the first volume of the seventh-grade textbook, the second volume of the seventh-grade textbook also contains six units. Each unit has a relatively independent humanities theme, and specific teaching materials are selected around the theme. Referring to the specific requirements of the curriculum standards for grades 7 to 9, columns such as singing, music appreciation, learning to play recorder, poetry recitation with music, music stories, music melodrama, and music games are designed, among which music stories, music melodrama, and music games are Newly added column. The arrangement of these teaching columns follows the processes and methods of "experience, imitation, exploration, cooperation, synthesis" in the curriculum objectives, opening up multiple channels and windows for students to actively participate in music experiences and activities.

Unit 1: The Voice of Spring

1. Intention of writing

The content design of this unit is closely related to the specific period of school opening in spring. The purpose is to take the theme of "Sound of Spring" as a starting point and let students listen, sing and play musical works depicting spring, so that they can experience and feel the close connection between music and nature, music and social life, and understand the relationship between music and The unique charm of artistic works produced by the combination of cultures deepens the understanding of the value of the music discipline. In terms of content arrangement, we first selected the famous prose "Spring" (an excerpt) by the modern writer Zhu Ziqing as the text material for the students to read aloud, and paired it with background music (Mendelssohn's piano piece "Spring Song") to bring the students along. In the beautiful scene of spring, it arouses students' beautiful emotions towards spring. The singing repertoire arranged next is Mozart's lyrical song "Longing for Spring", which highlights the poetry of spring and is related to the students' spring outing activities; the appreciation repertoire selects the Chinese works "Spring in Xinjiang" (violin solo) and "Spring Dawn" (solo) ) "Spring Festival Overture" (ensemble), foreign works selected "Spring Sonata" (violin solo); finally, the famous early 20th century school song "Spring Outing" (lyrics and music by Li Shutong) was selected as the lyrics and instrumental performance by the students.

Since there are many musical works that express the theme of spring, when selecting materials, we not only selected works related to students' receptive ability, but also paid attention to the impact of different works on students' emotions during classroom teaching. the regulating effect. In addition, the textbooks consciously incorporate geography, history, ancient poetry, folk customs and other related content to enrich students' comprehensive knowledge and also help develop the humanistic value of music materials.

2. Teaching Arrangement

This unit can be arranged as 2 class hours. The first lesson is "Reciting Poems to Music" and "Singing", and the second lesson is "Appreciation", "Learning to Play the Recorder" and "Music Activities".

In the first lesson, the teaching activity of "poetry recitation with music" can be carried out according to the order of the textbook, or "singing" can be arranged first. Both arrangements can play a better introduction role and achieve better classroom teaching effects. In the second lesson, attention should be paid to distinguishing the different emotions, different expression methods and the basic elements of music implicit in the "appreciation" piece: "Xinjiang Spring" is an unrestrained and cheerful instrumental solo with singing and dancing, and the use of syncopated rhythm and decorative sounds is typical Xinjiang style; "Spring Dawn" is a simple, deep and evocative lyrical song, using the seven-tone elegant music scale; "Spring Festival Overture" is a Yangko dance scene against a lively and joyful background, with the charming timbre of the oboe in the orchestra It is particularly moving in the background of "Spring Sonata", which also uses syncopated rhythm and decorative sounds, but uses Han mode; the rapid running of scales in Beethoven's "Spring Sonata" for violin and piano makes people feel the melody very smooth and fresh, bathed in The joy under the spring light is palpable, and the concept of "chords" is mentioned in the exercises; "Spring Outing" can be designed in multiple forms such as recorder performance, instrumental ensemble, singing with recorder or small band accompaniment. The purpose of writing lyrics for "Spring Outing" is to guide students to explore the inseparable and mutually reinforcing relationship between words and music in the song, and to pave the way for students to analyze songs and understand the basic knowledge of song writing.

Unit 2 The Red Flag is Fluttering

1. Intention of writing

This unit inherits the theme significance of the second unit "Ode to the Motherland" in the first volume of the seventh grade, and aims to Strengthen ideological education and patriotism education for students. Judging from the music materials, there are national anthem "March of the Volunteers", selections from the opera "Sister Jiang", orchestral music, popular songs, and choral songs. Although the theme is relatively concentrated, the music performance forms are different, such as "Embroidering the Red Flag" for girls to sing in chorus; "Ode to the Red Flag" for orchestral ensemble; "Flowing Red Flag" for solo singing; and "Ode to the National Flag" for chorus. From the perspective of the penetration of music and related culture, this unit has also been treated in more detail.

For example, "Music Story" introduces the background of the national anthem and the creative passion of the songwriters Tian Han and Nie Er inspired by strong patriotism, which is closely related to the history on the eve of the "Anti-Japanese War" in the first half of the 20th century; and "Red Flag" The accompanying picture presented at the same time is the famous oil painting "The Founding Ceremony" (written by Dong Xiwen), which has important ideological significance in the history of contemporary art. It is combined with visual art. It also tells history from the perspectives of music and art, and reminds students to pay attention to music. It has cultural inheritance value; "The Flying Red Flag" is the song of the Chinese Olympic delegation in 2000. The illustration is a photo of Xu Haifeng, China's first Olympic champion, linking sports and music, etc. From a time point of view, the teaching of this unit was carried out around the "Qingming Festival" in early April, which was relatively close in educational content to the activities organized by the school to commemorate and sweep the revolutionary martyrs' cemetery.

2. Teaching Arrangement

This unit can be arranged as 2 class hours. The first lesson is "Singing" and "Creating", and the second lesson is "Appreciation" and "Music Activities".

Students have been exposed to the "National Anthem" since elementary school and are relatively familiar with it. This unit not only helps students review the content of the "National Anthem" they have learned before, but also puts forward higher requirements for singing. It not only requires mastering the characteristic rhythms such as weak rise and triplet, but also requires students to "accurately sing the "National Anthem" by heart." . "Embroidering the Red Flag" can be designed as a teaching form of song performance. Students can role-play the scene of Sister Jiang and her comrades celebrating the birth of New China in prison. "Red Flag Flying" allows students to group up to perform scenes from the Olympic Games, which can be the delegation ceremony, or award-raising and flag-raising. When appreciating "Ode to the National Flag", students can listen to the second part in combination with the music score. Combined with watching the video of the historical grand occasion of the founding ceremony of the People's Republic of China, you can feel the glorious momentum of "Ode to the Red Flag".

Unit 3 Ancient Chinese Rhythm

1. Intention of writing

This unit is to deepen the traditional cultural education of the Chinese nation and promote students to understand the splendid ancient times of the Chinese nation. Musical achievement, established to cultivate their love for national music. This unit is a companion volume to the "Music of Eight Tones" in the first volume for eighth grade. They are both specific materials for Chinese mother tongue music culture education. In the column set up, while introducing the story of Bo Ya and Zi Qi's bosom friends in the Spring and Autumn Period, one can enjoy the guqin song "Flowing Water". The song "Yangguan Sandie" written by Wang Wei, a great poet of the Tang Dynasty, has a simple and vigorous melody and strong artistic appeal. The purpose of arranging the "Musical Situation Drama" column is to allow students to experience the farewell scene in person so that they can better feel the music. This is a teaching case collected on the frontline of teaching. It is highly maneuverable and easy to adjust the classroom atmosphere. In order not to increase the learning burden on students, and in order not to repeat too much content in future teaching materials, we did not unrealistically pursue the "completeness" of ancient Chinese music history, but captured "a few small flowers" from point to point. It gave a concise and concise introduction to ancient Chinese music.

2. Teaching Arrangement

This unit can be arranged as 2 class hours. The first lesson can be arranged with two contents: "Music Story" and "Appreciation", and the second lesson is "Singing" and "Musical Situation Drama".

In this unit, starting with the story of "Meeting a bosom friend in high mountains and flowing water", the mysterious veil of "people and music" in ancient China is opened. The subsequent "Yangguan Three Pieces", "Chu Shang", "Qin Wang Breaking the Formation Music" and so on may reveal the characteristics of the close integration of music, poetry and dance in ancient Chinese rhyme, or show the powerful and simple music style of ancient times. When teaching, teachers should conduct detailed analysis of different materials and rationally arrange classroom teaching links.

Unit 4: The Great Land of China (2) - Rivers Flow for Eternity

1. Intention of writing

From a formal point of view, this unit is in the first volume of seventh grade. The fourth unit, "The Land of China (1) - Vast Grassland", is a continuation of the specific content and selects typical musical works that praise the great rivers of the motherland, such as "Song of the Yangtze River", "Yellow River Boatman Song", "Wu Su" "Boat Song", "Tarimu River", etc. In this unit, not only the natural beauty of rivers is highlighted, but also the symbolic significance of the Yangtze River and Yellow River, which have given birth to the seven thousand years of civilization history of the Chinese nation, is emphasized. For example, in "Rivers Flow Eternally", there are poems such as "The rise and fall of the world has happened, but my country is vast. China has its own heroic spirit, and the rivers will flow forever". The "Yellow River" in "Defend the Yellow River" symbolizes the Chinese nation. Naturally, this unit can be interconnected with geography knowledge. In terms of music knowledge, requirements are put forward for melody, musical structure, loose board, syncopated rhythm, etc., and a comprehensive exercise is arranged to help students summarize learning content in a timely manner.

2. Teaching Arrangement

This unit can be arranged for 2 to 3 class hours. The first lesson can be arranged as "singing" or "appreciation", the second lesson is "appreciation" and various activities aimed at mastering the basic knowledge of music, and the third lesson can be arranged as appreciation and instrumental music ensemble.

From the material point of view, the musical works that praise the motherland’s rivers included in this unit are easy to inspire students’ patriotism, and at the same time help students freely develop associations and realize the lyrical and descriptive characteristics of music. . From the perspective of subject knowledge, this unit includes folk song knowledge, song structure techniques, performance and singing forms, etc. Teachers can fully mobilize students' enthusiasm, collect a large amount of relevant texts, pictures, audio recordings, DVDs and other materials, and share them with each other during classroom teaching.

Unit 5 "Journey Around the World (2) - European Roaming"

1. Writing Intention

This unit is the fifth unit in the first volume of seventh grade The continuation of "Global Journey (1) - Voices of Asia" also focuses its visual attention on representative European ethnic and folk music to fully explore the freshness of teaching materials. In this set of textbooks, most of these columns are based on this principle in the curriculum standards. European professional music creation (especially music from the Baroque period to the late Romantic period) is the main content of traditional textbooks (sometimes even the only content of the foreign music section), but this set of textbooks breaks this old subject Barrier, this part of the material is organically combined into several humanistic theme units. For example, "Four Seasons" (Vivaldi), "Spring Sonata" (Beethoven), "Vltava" (Smetana), "Carnival of the Animals" (Saint-I-Saint), etc. have been included in the previous volumes of this set of textbooks. appeared in . In addition, the following textbooks will cover unit topics such as portraits of musicians, exhibitions of Western musical instruments, and the development of Western music to further effectively introduce materials in this area. The special column of this unit is "Music Games". With the help of games, students are guided to integrate geography, art, dance, architecture and other content from relevant European countries around music, which is conducive to students maintaining a high interest in learning and improving their initiative in learning.

2. Teaching Arrangement

This unit can be arranged for 2 to 3 class hours. The content arrangement of each class can be flexibly arranged. You can start with geographical location as a clue, you can start with music forms, or you can start with different cultural characteristics. There are some selected pictures in the textbook that represent the most distinctive people or things in some countries, which should be paid attention to.

Unit 6 Songs of the Screen

1. Intention of writing

The content in this unit is limited to Chinese and foreign film and television music. There are both film and television theme songs, interludes, and instrumental music. From the perspective of material selection, it is quite difficult. This is not only because the materials available for selection are relatively rich and diverse, but people's preferences and the scope of mastering the materials will inevitably affect their understanding of this part of the content. We strive to start from the combination of music and film and television, two sister arts, and present different ways of combining music and film and television to students. We also strive to highlight the cultural value and social influence of music itself. For example, we have selected the theme songs of TV series adapted from my country's four major classical masterpieces, which will help students gain a preliminary impression of the value of TV music based on understanding the plot, and enable students to gain three-dimensional artistic enjoyment. "My Heart Remains", the theme music of "Schindler's List", and "Crouching Tiger, Hidden Dragon" are Oscar-winning music. The music is performed by cellist Yo-Yo Ma and violinist Perlman, and has a strong of infectiousness. Due to the particularity of film and television music, its images were transplanted by the art editor as part of the overall design, which has better visual effects.

2. Teaching Arrangement

This unit can be arranged for 2 to 3 class hours. The first lesson can be arranged for "singing", the second lesson can be "appreciation" and some participatory music activities, and the third lesson can be arranged for appreciation and sitcom performances. In teaching, students should be combined with music experience to guide students to summarize the different categories of film and television music (such as theme songs, interludes, plot music, background music, etc.), and be able to understand the role of film and television music.