Papers on western music appreciation I
Western music appreciation
Music appreciation in baroque period and baroque period: music appreciation in classical period; Combined with the historical background at that time, this paper analyzes the development process of its music.
Keywords: historical background; Western music history; The Renaissance
In this long river of music, some classic works come from the west, and the origin of western music began before the Baroque period, which can be roughly divided into three stages: ① the ancient Greek period; ② Middle Ages; (3) Renaissance. Then there was a great opera in the Baroque period. The opera "You Have Xi" is the earliest complete opera handed down from generation to generation by Lee Nukini and Perry. The classical period was mainly the development of opera and instrumental music. Such as Xi opera, Gluck's opera reform, sonatas and concertos.
"Music is the only art that really exists. Its vibration and rhythm, that is, the elements of life, must be happy where there is life. " It is the famous pianist Pa Delaive's understanding of music, and his delicate insight reveals the relationship between music and life.
Indeed, when we are intoxicated in the beautiful music sea, the elegant and lyrical serenade makes you relaxed and happy; Smooth and light dance music makes you gentle; Magnificent marches cheer you up; Beautiful dreamlike rooms immerse you in meditation; The epic and legendary symphony makes you feel high; The vigorous music of the times makes you full of lofty sentiments. This is the charm of music. As an emotional art, music can cultivate people's temperament, improve people's moral quality and promote people's progress. It is generally believed that music has three purposes: moral education, entertainment and spiritual enjoyment. The emotions and ideals contained in music reflect the social features in different historical periods and influence people's emotions and will. China's idiom "one song to clear the air" and "besieged on all sides" handed down from generation to generation is an example of music defeating each other. We are familiar with the Marseillaise, March of the Volunteers, the Third Hero Symphony and the Leningrad Symphony, which greatly inspire people's dignity towards the country and the nation and guide people to love their country and life. Next, let's learn about the development of western music in these periods.
The Tragic Interval Theory of Ancient Greece Gregorian Chant Olganon Discante Cloulakonduktus Classic Song Bard Love Song Poet Famous Singer Art Nouveau French Ballad Italian Pastoral.
The excellent music culture of ancient Greece lasted for about 650 years, which had a great influence on the development of western music culture. The upper and lower limits of the starting and ending time in the Middle Ages are quite controversial in academic circles. Generally, the upper and lower limits are from 476 AD (the demise of the Western Roman Empire) to 1460 AD (the British bourgeois revolution). According to the habit of western music history research, Renaissance music refers to the music from around 1430 to around 1600.
The most basic musical theory of ancient Greek music is interval theory, which is attributed to Pythagoras. Ancient Greek music is a kind of monophonic music with occasional polyphony. Ancient Greek music has a tradition of improvisation in music creation and performance, and improvisation and improvisation of music are carried out under the control of a law. The ancient Greeks began to use simple symbols represented by Greek letters. The earliest notation began to appear in the 5th century BC. It is an alphabet notation marked by 24 letters in Greek, which can be divided into vocal notation and instrumental notation. In historical records, various musical instruments used by the Greeks are mentioned, among which the most important are stringed instruments, lyre, kisala and Avros. The 5th century BC reached its golden age, and three great writers appeared: Aeschylus, Sophocles and Eurydice. Their tragic works pushed the ancient Greek tragedy, a musical, to its peak. Secular education in ancient Rome was an important part of imperial culture. It inherits the essence of Greek culture, integrates the characteristics of the nation and forms a unique educational model. Its specific model, its specific performance and characteristics are adapted to the social situation at that time, reflecting the social and cultural situation of the Roman Empire and the characteristics of the Roman nation.
Some scholars divide the Middle Ages into three stages: early stage, middle stage and late stage. Generally speaking, the Middle Ages is an era in the history of Europe (mainly western Europe) that experienced the rise of feudal society to prosperity and finally to decline. Medieval music can be divided into religious music and secular music according to types. Religious music generally refers to Gregorian chant, which is a work of monophonic music, and later developed into polyphonic music, Olganon and so on. This kind of music was created for the ceremony of _ _ _ _ _ church. All the performances are held in the church, and different ceremonies are held according to the church calendar. Its music is made to match poetry reading. Religious music developed until later Mass and Requiem. In the classical period, many great musicians created such works, such as Haydn's Genesis and Mozart's. The content of secular music in the Middle Ages was more extensive, and the authors were mostly declining aristocrats. In fact, most of the content is related to religion, but it is not performed in church.
The Renaissance was about 1450? From 65438 to 0600, on the basis of the "new art" in the Middle Ages, the liberation of human nature and the expression of people's inner feelings were pursued more. At this time, under the impetus of humanism, musicians developed and reformed polyphonic music, and vocal music and musical instruments gradually separated and developed independently. During this period, the staff was perfected, and printing was also applied to the music score, which made the spread of music more convenient and extensive. There are several influential music schools in this period: Dutch Music School, which is a group of musicians whose main music activities are in the Netherlands. Their creative contents are mostly religious music such as mass, classic songs and secular music, represented by Du Fay, Joskin, Ben Joyce and Okgan. Conservatory of Music: at 1530? /kloc-a school of instrumental music in the period of 0/620, with a magnificent sound and a clear contrast effect. The creative contents include brass and string ensemble, organ prelude, fantasia and toccata. Representative figures are Vial, Gabbrielli, etc.
Roman Music School: A music school specialized in producing and serving religious works in this period, which mainly appeared in the form of cappella. Representative figures are Palestrina, Nanino and soriano.
Through the study of the history of western music, I have a further understanding of the history of western music, have a strong interest in the longevity of western music, and feel warm and powerful in the beautiful and passionate melody. /kloc-on a rainy day in 0/838, a leaking room became the inspiration of the romantic composer Chopin. Because he was trapped in his room when he was sick, he was annoyed and afraid. This work repeats a tone from beginning to end. Its timbre is low and its rhythm is steady as a drop of rain. The main melody is smooth and comfortable, and the gently changing timbre shows rich emotions. At the beginning, the quiet melody falls quietly and naturally like thin raindrops. But in the middle part, the timbre of the main melody and accompaniment decreased obviously and became heavy and low, as if Chopin could sit still alone and watch the rain outside the window gradually get bigger and leak into the room. In the last part of the music, the tone and rhythm become relatively gentle, just like subtle sadness entangled in the heart, giving people a kind of sadness that "just frowns but goes to the heart". Different from raindrops, the Dream composed by Schumann, who is also a representative figure of romanticism, makes people feel simple and warm. According to records, The Song of Dreams is written for children, but it can also remind adults of their childhood. Its rhythm is slow and soft, and its theme is simple and pure, just like a simple and beautiful childhood. When you are depressed, listen to this song quietly, return to your simple childhood and feel the simple warmth without secular feelings in the melody of repeating the theme with a slight change. You can also listen to Grieg's Morning Scene, feel the bright and clear timbre of the double springs, feel the sparkling and dazzling first sunshine that the sea bought you, feel the joy when the sun rises slowly from the sea to illuminate bright eyes and the hope that everything will wake up when it shines on the earth.
Western music is like a magnificent epic, not only because of such great musicians as Beethoven, Handel, Chopin and Haydn, but also because of its strong artistic accomplishment emanating from society, which is not found anywhere else. This is the reason why western music is developing so vigorously. Elegant Italian opera, perfect Vienna, Seville, etc. Their charming charm from the inside out is all touching.
Finally, with Roman? Roland's sentence ends like this: "Art, like life, is endless. Therefore, we can't think that there is something better than music that is the ocean of the times. "
Western Music Appreciation Papers II
On the Teaching of Western Classical Music in Hunan Edition Music Appreciation Textbooks for Senior High Schools
Abstract: Western classical music is a bright pearl in the world music ocean. As an important part of high school music appreciation teaching, it is also the most difficult content for students to learn. In the fourth unit "Music and Times", the Hunan version of the music appreciation textbook shows the development of western classical music with three titles: "Music-from religion to secularism", and selects the classic works representing composers in various periods to lead students into the western music hall.
Keywords: high school music appreciation of western classical music Hunan edition textbook
The overall improvement of students' quality, the improvement of self-cultivation sentiment and the understanding of aesthetic feeling are inseparable from the influence of classical music. In the case that senior high school students are not interested in classical music and lack basic knowledge of music, how to make senior high school students genuinely like and accept classical music has always been a difficult point for educators to study. In Hunan textbook, western classical music teaching is designed according to the development order of Baroque period, classicism period, The Romantic Period period and modernism period, combined with composers and their representative works. Now the author summarizes some strategies on the actual music classroom teaching.
First, the rational use of contrast, grasp the style of the times
The titles in Hunan textbooks clearly explain the historical context of the development of western classical music to students, and compare the different musical styles of the two eras in a guiding way. For example, when learning baroque music and Vienna classical music, ask students to compare Bach's G-string aria with Haydn's clock symphony. The stable and solemn religious color and artistic style full of life interest reflect the religious and secular background of the times. Listening carefully to the different sound effects of polyphonic texture and melody music, it is difficult to distinguish between singing and melody, as well as fixed regular beats and flexible rhythms. Compare students through different ways of presenting musical elements. It's also moonlight. Beethoven's continuous triplet and weak voice outlined a melancholy moonlit night. In Debussy's works, the bright intervals are scattered, the moonlight sometimes drops, sometimes flows slowly, sometimes the water pours, and my thoughts stop and go with the notes, like a dream. Beethoven's inner expression and the landscape change of Debussy's Moonlight Impression are all explaining the hazy artistic conception of classical traditional harmony and impression to us through moonlight.
Contrast can be used not only for the vertical comparison of the styles of the times, but also for different segments of the same work to help students have a more sensitive perception of timbre, rhythm and harmony. For example, if you appreciate the comparative audition of Aria on G String and vocal chorus, the polyphonic texture will be more clear in vocal singing. In "rhapsody in blue", the theme music starts with the French horn and saxophone, and then the huge band plays with strong rhythm and thunderous sound, and then plays the piano at a slower speed at the end of the music. Intercept these three clips for comparative appreciation, so as to improve students' ability to grasp the prototype of music in the process of change. The changes of music tone, speed and orchestration bring three different styles of music images, so that students can further feel the magic of classical music. By comparing Beethoven's "Symphony of Destiny" and "To Alice", students can easily understand that this musician is a great musician, and he associates classical music with romantic music.
Second, introduce the classics familiarly, from the shallow to the deep.
Summarize the classical music that students are familiar with, such as Hallelujah, symphony of destiny, blue Danube and so on. We will find that students are familiar with the opening segments with strong melody, short phrases, easy to remember and easy to hum. Because the music is too long, even if there are touching notes behind it, I lose interest and musical memory because of hearing fatigue, and give up halfway.
Use familiar fragments as an introduction to arouse students' resonance, and then extend to the overall appreciation of works with the same theme, the same work or different movements. In this process, teachers should extract the melody themes of new works that are clear and easy to hum, so that students can taste them one by one. They can play and sing with instrumental music such as piano or violin, and join in activities such as interactive discussion and rhythm to make each listening experience different, strengthen their memory and feelings of music in repetition, and integrate them into deep appreciation of music such as motivation expansion, change and reproduction, and design these interesting music fragments into listening games and situational imagination. When many themes and melodies of new works are familiar, let students find out the freshly baked music memories and feelings in the whole song appreciation, so that students will not be unable to proceed because they are unfamiliar and incomprehensible. Choose multi-segment listening, the combination of segments and the whole song, and control the appreciation time to about 5 minutes, which will receive good results.
Third, use pop music and video clips to stimulate interest.
Pop music full of the flavor of the times and straightforward emotions has always been the favorite of students. Songs composed with classical music elements, such as Don't Want to Grow Up, Mozart's 40th Symphony, Remember, Tchaikovsky's Swan Lake Suite, Mayday's Happiness is Great, and Beethoven's Ode to Joy, are treated with different instruments, and lyrics are added to enhance the sense of rhythm and rhythm, which brings new auditory feelings to classical music. Through the evolution of musical methods, these tracks allow students to explore their different charms and their roots. In the dialogue between pop music and classical music, stimulate students' interest in exploring classical music.
Many classical music has also been applied to film and television works, such as The Unspeakable Secret, Chopin's Waltz in C minor and Bach's Prelude in C major. These video clips can arouse students' curiosity and desire for the original works. At the same time, Ji's films, such as Memorizing Chopin's Biography, Beethoven's Biography and Mozart's Biography, let students enter the composer's inner world in the images that reflect the composer's personality, emotions and life experiences, so it is not difficult to understand Chopin's sincere patriotic feelings, Beethoven's indomitable spirit of struggle and Mozart's optimism and passion beyond the predicament. In addition, cartoons created for classical music can also help students enjoy long-length music, such as hungarian rhapsody in Tom and Jerry and rhapsody in blue in Gershwin.
Fourth, pay attention to the image and abstraction of music.
Appreciation of classical music is not suitable for students to master the style, form, genre, value and implication of the works from the beginning, but the music image and emotion are information that students can easily understand. A large number of vivid works have been selected in the Hunan edition textbook, such as Vivaldi's Four Seasons ―― Spring, Haydn's Symphony of the Bell, Wagner's Flying Valkyria and so on. In teaching, the author will combine literature, architecture, painting and other comprehensive arts to feel the music image. In the lesson of "Music-From Religion to Secularity", when listening to "Hallelujah", two pictures of different styles of architecture were displayed, and students will soon combine gorgeous and free baroque music with magnificent baroque architecture. At this time, the theme melody of "Four Seasons ―― Spring" is introduced, so that students can experience and imagine. The bright and intermittent violin sounds are passionate and vigorous, and the lively and dynamic rhythm seems to revive everything on the sunny spring day. Students use "pull" to hum the theme with music, express their joy with songs, and experience the excitement in the freshness. The vivid spring music image of this song is the highlight of appreciation. I match the short words provided by the composer with the letterhead of BCD, and the theme of humming is A. With the display of spring scenery, Rondo is easily listed by students in letters. For abstract works, such as the nocturnes in textbooks-the sound of siren and ancient children, students don't need to study what timbre, rhythm and harmony are used to shape the musical image. You just need to close your eyes, let your ears feel the artistic conception of the sound and draw it in your mind.
The teaching of western classical music should put aside quick success and instant benefit, start with short and pithy works, and be carried out in an edifying way through the interactive participation of students' resonant music. In the relaxed and pleasant accumulation and experience, western classical music will have more audiences.
Western music appreciation papers and documents
Wang Huimin. On the Teaching Mode of Appreciation of Western Classical Music in Senior High School [J]. Subject Research, 20 17, (07).
[2] Tan Hui. On the teaching methods of western classical music appreciation in senior high school music [J]. Literature, 20 12, (02).
[3], Qi. On the Application of Western Classical Music in Contemporary China Pop Songs [J]. Northern Music, 20 1 1, (09).
[4] Shibei, Zhang Lu. A Study on Appreciation Methods of Western Classical Music [J]. Grand Stage, 20 12, (10).
[5] Kim. On the Teaching of New Music Curriculum in Senior High School [M]. Higher Education Press, 2004.
Western music appreciation paper 3
Sense of Music and Music Appreciation Teaching in Junior Middle School
Music sense and music appreciation teaching in junior middle school is an important part of aesthetic education teaching in China. At the same time, it is also one of the means to cultivate students' sentiment and an important aspect to improve students' personal comprehensive quality. Based on the teaching principles of cultivating junior middle school students' sense of music and ability of music appreciation, this paper discusses the specific teaching measures of cultivating students' sense of music and ability of music appreciation, aiming at exchanging more and better teaching methods and promoting the overall progress of education system.
Introduction of Comparative Teaching in Music Appreciation Teaching
Music sense and music appreciation teaching in junior middle school is an important part of aesthetic education teaching in China. At the same time, it is also one of the means to cultivate students' sentiment and an important aspect to improve students' personal comprehensive quality. Based on the teaching principles of cultivating junior middle school students' sense of music and ability of music appreciation, this paper discusses the specific teaching measures of cultivating students' sense of music and ability of music appreciation, aiming at exchanging more and better teaching methods and promoting the overall progress of education system.
First, the principle of cultivating students' sense of music and ability to appreciate music
Music teaching has its uniqueness. Music subjects pay more attention to students' personal interests than Chinese subjects. At the same time, it also requires students to invest more practice and long-term training. First of all, the music discipline expresses personal feelings in a more straightforward and clear way. In the process of learning, students need to be in the scenes provided by different music tracks and truly feel their feelings. Only in this way can students deeply appreciate the charm of music. This way is only students' personal sensory feelings, and non-professional music appreciators can also do it. Music teaching is to teach students how to better understand the beauty of music and how to evaluate different music from a professional perspective through theory. This shows the importance of theoretical teaching in music teaching. At the same time, what teachers can't ignore in the teaching process is the relevant practice of students. Music teaching has a strong practicality, and only through practice can students experience related emotions more deeply. Students can better understand the dazzling music by creating and practicing related music skills independently.
Second, the specific teaching measures to cultivate students' sense of music and music appreciation ability
1. Reasonable introduction of teaching
A good beginning is half the battle. Music teaching needs students' personal input to a great extent, which highlights the importance of teaching lead-in in music teaching. With the development of society, students pay more attention to individuality and are more interested in music, art and other disciplines. However, theoretical teaching is boring to some extent. Therefore, many students are very interested in music, but are unwilling to take music classes. Because of academic pressure and other reasons, junior high school students are far less enthusiastic about music lessons than primary school students. This requires our teachers to pay attention to using attractive means to teach. Therefore, it is very important for teachers to guide students to take music lessons correctly and keep their attention. Reasonable introduction of teaching means that teachers use students' interests to guide students to enter the teaching situation more quickly.
First, we can use traditional teaching methods, such as telling stories and idioms and allusions. The story has a certain stumbling, and a good story has important appeal to students. Students can follow the plot of a music story, walk into the story and feel the mood of the protagonist, so as to be more interested in related music. Idiom allusions, on the other hand, contain certain stories and related legends, which convey the truth of ancestors' behavior. Telling students idiom stories also plays an important role in their long-term development. At the same time, many idiom stories are often heard by students in daily life, and teachers can attract students' attention by telling allusions. Secondly, teachers can also use the game teaching method to guide students to better enter the music classroom. After all, half of junior high school students love to play. Teachers should not treat them as tigers in the teaching process, but should face them squarely. Only in this way can we see its essence clearly and make rational use of it. Teachers can use some music games to cultivate students' sense of music, increase students' interest in music lessons and let students learn music more actively. At the same time, teachers should keep pace with the times and actively use the current advanced technology to introduce teaching.
2. Use contrast teaching
Contrast teaching is an important means for teachers to cultivate students' music appreciation ability. The so-called contrast teaching is to distinguish two things to some extent according to certain standards. This method is a good way to cultivate students' ability to think independently and express their personal opinions. The law of music comparative teaching is that teachers use various methods in the teaching process to teach students to analyze music from various comparative factors. Different kinds of music have great differences in musicians' creation, performance and related skills. Therefore, teachers should use music contrast teaching method reasonably to help students improve their music appreciation ability in an all-round way.
First of all, we can compare different deductive forms of the same musical work. Classic works, in particular, are often adapted by later generations or interpreted by different musical instruments. However, why do you want to adapt it like this? What are the shortcomings and deficiencies of the adapted works compared with the previous works? Teachers can guide students to analyze and judge from these different aspects and angles, so as to draw new conclusions.
Secondly, teachers can also guide students to compare different works. Different themes and different types of works must have different requirements in the process of expression. On the surface, some works that show off their skills are quite different from those that pay attention to emotional catharsis, but they are essentially the same. And these all need students' actual comparative thinking to really sum them up. There are many differences between flying wild bees and moonlight on the riverside. Their themes, conveyed emotions and playing methods are quite different, but they are essentially conveying the author's inner feelings. In the final analysis, these two works have achieved the same effect in expressing the author's feelings. How to render this effect, students must think deeply to get it. There is no doubt that students' comparative thinking mode needs the guidance of teachers.
3. Use multimedia teaching
With the continuous development of computer multimedia, network technology has penetrated into people's social life, especially in the field of education. Music teachers should make rational use of this resource in music teaching, so as to better help students cultivate their sense of music and related music appreciation ability. Internet connects the world into a whole, and to some extent, it realizes the sharing of world resources. This greatly facilitates teachers' collection and utilization of these resources and creative adaptation. In the process of teaching, teachers can make rational use of relevant resources and help students to think creatively, which is bound to receive better teaching results.
Before teaching, teachers should teach students to sing related works. Only when teachers are familiar with related melodies can they better lead students to understand the sense of music and appreciate it to a certain extent. Students can feel related emotions and grasp the theme through their own feelings. Then, the teacher makes an analysis through theoretical knowledge, so that students can have a deeper understanding of related music themes rationally.
Third, summary.
With the continuous development of music, music teaching methods are more diversified. Junior high school students' sense of music cannot be cultivated overnight, and teachers' patience is needed. Music appreciation ability is a high requirement in the process of music learning, and not everyone can appreciate music well. This requires our teachers to make more efforts in the teaching process to help students learn music scientifically and effectively. Only in this way can students' comprehensive ability be improved.
References:
[1] Lin Nanguo. Music teaching for junior middle school students [M]. Shanghai: Music Press, 2005.
[2] Wang Jungang. Cultivation of musical emotion and appreciation ability [J]. Sichuan: People's Publishing House, 2009.
[3] Hong Ke. On the Basic Methods of Cultivating Students' Music Appreciation Ability [J]. Shanghai: Music Press, 2008.
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