1. Dacrosh Teaching Method:

Content Overview: "Daklos Music Teaching Method" is one of the four major music teaching methods in the world. Its characteristic is that teachers use Piano improvisation is taught, and students use body rhythm to experience the music. The Dacros teaching method was developed by Emile, a Swiss musician, educator, composer, conductor, dancer and poet. Emile Jaques-Dalcroze (1865-1950) successfully experimented with the teaching method at the Geneva Conservatoire in 1905 and made it public to the world.

The teaching methods include: 1. Rhythm teaching 2. Listening training 3. Improvisation. 1. Rhythm teaching: This is to use the body to replace the most natural rhythm of the body to express the response to the rhythm of music. This teaching model is commonly used in rhythm and singing games in our kindergartens and lower grades of elementary schools... It often uses body movements such as walking, running, and bending to represent the beat; or it uses clapping and pedaling to distinguish different notes; or it uses the regular rhythm of the game to stimulate students' ability to respond to rhythm... This It can be said that it is a kind of music teaching that is most consistent with cognition and thinking. It uses the sense of rhythm of the body to guide the potential development of basic musical abilities. 2. Listening training: Dacros believes that using the first tune to train songs and teach singing, listening or memorizing music appreciation is more conducive to the development of abilities, especially the recognition of intervals and the imitation of simple songs. When singing, you must coordinate with the rhythm of the body to achieve the musical influence of "inner auditory perception" 3. Improvisation: This is by playing any musical instrument, students can freely use creative dance movements to guess the motivation and artistic conception of the music . On the other hand, Dacros also encouraged the creation and experimentation of melody and harmony. He believed that the coordination of rhythm and rhythm cannot be ignored.

Teaching characteristics of the Dacromet teaching method:

1. Pay attention to the rhythm of children's body rhythm and music teaching.

2. Dance and rhythm are the main activities of music teaching.

3. Teaching materials should be based on rhythmic materials in nature, which is the most natural feeling for children to learn music.

4. Attach great importance to the cultivation of children's "visual" and "auditory" abilities.

5. Improvisational dance performances can promote children’s expressive abilities.

6. Music teaching should be based on rhythm teaching.

2. Gao Dayi’s teaching method:

Content overview: According to Gao Dayi’s opinion, he believes that the human voice is the best teaching tool. Singing must be unaccompanied, just like traditional folk singing. From this point of view, as long as there are well-trained teachers and complete teaching materials, the implementation of music teaching can be implemented in cities, towns, and even the most remote areas; and its teaching objects range from two-year-old children to Adults can learn music through singing, which can be said to be the most ideal music education for all.

Gao Dayi’s teaching method can use the singing teaching method as its teaching purpose. He advocates that all music activities include:

1. Singing teaching, 2. Rhythm coordination teaching, 3. Vision Singing and song practice, 4. Sign language teaching.

1. Singing teaching in early childhood mainly involves listening to singing and imitating singing, starting with "reciting" songs, using nursery rhymes, folk songs and proverbs of life as themes, teaching singing starting from minor third intervals, and using The range of the pentatonic scale is mainly used. Appropriate teaching materials are selected to implement teaching. A progressive teaching method is adopted, from two bars to four bars, and then expanded to eight to twelve bar phrases. Each class is generally 20 minutes.

2. Rhythm-coordinated teaching (1) Start by feeling the fast and slow rhythm, listen to the teacher's rhythm demonstration and imitate it yourself, and implement it by clapping or stepping. (2) Use the rhythmic syllable reading method to implement rhythm teaching. (3) Use songs to match game movements, especially giving children the opportunity to create designs to match singing and dancing movements.

3. Sight-singing and song practice Gao Dayi has a series of textbooks on songs and sight-singing, most of which are based on folk songs. Appropriate teaching materials will be provided depending on the level of the students. Sight-singing training is mostly based on first-key solfa singing practice; song training is mainly based on two-part chorus, mostly folk songs, using the pentatonic mode, the rhythm is difficult, and it is suitable for those with higher ability to sight-sing and sing. Song walkthrough.

4. In sign language teaching, Gao Dayi applies John S Curwen's sign language to assist sight-singing teaching methods. The main feature is the use of vision and manual sign language movements to deepen children's understanding of scales. , the distance relationship between the pitches of each tone and the children can feel the musicality of the ups and downs expressed in the tunes when children sing. Teaching characteristics of Gaodayi teaching method: 1. A teaching method focusing on singing. 2. Use traditional folk songs and children's songs as the main teaching materials. 3. Implement sight-reading education using first-key roll call and mobile Do singing. 4. Use the pentatonic scale as a basis. 5. Introduce the British John S Curwen gesture teaching method to assist sight-singing teaching and identify the concepts of high and low between sounds. 6. Use rhythmic syllable pronunciation to help with rhythm recognition. 7. Let children be exposed to famous works in the world. 8. Use the unique notation method of lines to import the training of staff notation. 9. Focus on silent listening practice of listening to music attentively.

3. OFU Teaching Method

Content Overview OFU's basic concept of children's music teaching method is that "feeling" is better than "understanding". During the growth process of young children, through instinctive activities such as imitation, touch, taste, and body movements in the most natural environment, they gradually grow up and turn some subconscious experiences into concrete actions. The language becomes more and more mature to express and learn the basic ability of music. That is the stage from feeling → concrete concept → language expression → reading and writing → to creation.

(1) Rhythm teaching Aofu teaching takes rhythm as the focus of music learning activities, starting from simple finger snapping, foot tapping, knee tapping, tongue sound or hand tapping movements, to single beats. Start with the beat, start with a natural rhythm, then gradually move to a fast rhythm, and introduce the rhythm pattern you want to learn.

(2) Teaching Rhythm Language in Singing Tour Activities is one of the basic teaching activities for entering into tunes. Children use the familiar spoken language, nursery rhymes, games, and chants that they come into contact with in their lives as teaching materials for singing. From single words to vocabulary and even sentences, through imitation and repeated practice, students can experience the feeling of music and then understand the basic elements of music, including regular rhythm, changing rhythm, the concept of pitch and singing pattern, through the practice of musical instruments accompaniment and have a preliminary concept of chords. The teaching of singing songs is first driven by the rhythmic language, followed by the vocabulary and rhythm, and then extended to the practice of musical phrases. Adding the rhythm of the body, the dance movements are created to fully express the feelings and cultivation of the music.

(3) Teaching of rhythm instruments In order to improve children's interest in learning, teachers must design a set of rhythm instruments for students to practice. The content of the teaching materials should be taken from folk songs of the country. The practice of rhythm instruments is based on the stubborn bass as the accompaniment, and the form adopts the harmonious accompaniment of fifths, that is, using the tonic and dominant notes of a tune as the accompaniment mode, which can be moved according to the different tonality. Commonly used instruments include xylophone, iron Piano, recorder, guitar, etc…. Improvisation is also one of the key points of teaching. At the beginning, students are taught to play stubborn bass, and students can freely create tunes that match the same tonality. From simple tunes, they adopt the method of canon rotation. With the addition of percussion accompaniment, students can learn happily and have a sense of accomplishment.

Characteristics of Orff’s music teaching method:

1. Use folk songs from various countries as teaching materials.

2. Use "rhythm" and "improvisation" as the basis of teaching.

3. A comprehensive teaching model designed with spoken language rhythms, familiar children's songs, folk songs, games and rhythm instruments.

4. Use sustained bass, canon and stubborn bass to introduce and practice preliminary chorus.

5. Pay attention to the teaching model of imitating singing and imitating playing.

6. Use the function of clapping as a basic exercise in rhythm.

7. Improvisation practice using phrases as rhythm.

4. Suzuki Town Teaching Method

Content Overview The Suzuki teaching method can be said to be a mother-tongue teaching method that focuses on the development of children's potential from an early age. When a child is two or three years old, the family begins to create a musical environment, often playing elegant songs to stimulate the child's ability to feel music. At that time, mothers played a very important role, often leading their children to imitate singing, or play simple games of clapping or body swaying to the rhythm of the music. At the age of three, children are allowed to observe game courses that incorporate music, and mothers should guide their children, arrange regular practice time for their children, and arrange a good practice environment. When he was four years old, he formally came into contact with musical instruments. The Suzuki teaching method uses the violin as the main teaching instrument. It mainly trains children's concentration and keen listening training. Each stage of practice requires constant repetition and memorization of the score. In addition to regular individual classes every week, there is also an ensemble class every week or two, where we can observe and learn from each other. The main purpose is to give children a sense of achievement and increase their confidence and self-motivation. Parents should constantly encourage and appreciate their children's practice and establish a good family atmosphere. This kind of continuous practice, observation, and performance continues from teenagers to adults. Although not everyone is a musician, everyone can develop their potential and have professional standards. Teaching characteristics of Suzuki Jinichi teaching method 1. Create an environment for learning music and cultivate a good sense of music 2. Emphasize the importance of imitation and repeated practice 3. Pay attention to the interaction between parents and children 4. Pay attention to the quality of timbre 5. Require playing 6. Pay attention to the performance or performance 7. Pay attention to the self-evaluation and self-learning ability of peer observation 8. Encourage playing from memory 9. Master the class time 10. Pay equal attention to group classes and individual classes. The above four teaching methods are It is not difficult to find that what is commonly used at present is the child-centered potential teaching method, which stimulates children's imagination, creativity and concentration.