(A) the use of imagination to create new lyrics for songs
Interest is the best teacher. Let children add new lyrics or change some lyrics to familiar songs, so that their singing interest will be greatly improved, and their imagination and creativity will be developed unconsciously. For example, the song "Nonsense" revolves around the lyrics that are contrary to life and has a simple melody. Although the children are very interested, the teacher encourages them to write their own lyrics. Finally, I made up all kinds of absurd lyrics, such as "Are you wearing gloves on your toes", "Are you wearing pants on your arms" and "Are you wearing shoes on your head", which made the children unconsciously feel the joy of music activities through laughter and laughter, and also cultivated their imagination and creativity. There is a song in the big class called How Beautiful Autumn is, which is one of the songs that my children and I like very much. After learning the song, why don't we write a song "How Beautiful Winter is"? My idea was echoed by all the children. Finally, with the joint efforts of the whole class of children, we created a song "Snowflakes are blowing gently in winter, the earth is covered with thick quilts, children make snowmen together, and snowmen are chubby" (2) Keep the melody and adapt the song.
Recently, we often hear the children in our class sing popular songs, such as mice love rice, two butterflies, the first snow in 2002 and so on. If these songs are sung by a fashionable young man, no one thinks there is any fuss, but if a four-or five-year-old child starts humming, our teachers and parents will inevitably be a little worried and nervous. Because children lack the ability to choose and distinguish pop music. In view of this, I think it is impossible for us to stop children from singing, so it is better to be sparse than to block them. It is easy to use the method of preserving melody and adapting lyrics. Xu Zhuoya, a professor at Nanjing Normal University, changed the children's pop song "The girl on the other side looks over" beyond recognition. "The girl on the other side looks over, looks over …" turned into a rabbit on the other side. Don't be frightened by my appearance. In fact, I am very cute ... "The boy dressed as a wolf sings and dances, and sends an" invitation "to the rabbit played by the girl opposite. After hearing the wolf's confession, they quickly reacted: "I looked up and looked around. It seems that you are all villains. I thought and thought, guessed and guessed, and it was really difficult to be friends ... "A popular song became an interesting children's musical: Rabbit and Wolf. The children wore headdresses and devoted themselves to the roles of wolf and white rabbit. The ending was also cleverly changed: the "strange love" in popular lyrics became a penitent wolf and was finally forgiven by the white rabbit. " You are so cute! "Since then, he has been accepted as a good friend of the rabbit. He adapted to it instead of rejecting it. Today, with the popularity of pop songs and the downward trend of children's songs creation, this kind of makeover cannot but be said to be a flattering move. Pop songs are not necessarily a scourge to children, but there are actually too many resources to use. Unfortunately, we have too few brains in this field at present.
(3) Arrange actions for music and songs
Singing while performing is children's favorite musical activity. They like to express their feelings with actions. If the song or music is concrete and easy to perform, try to guide the children to write their own action performances. For example, when learning the song "Two Little Hands", children are required to freely imagine their own actions to express the lyrics. ("Two little hands do two things, raindrops fall from the sky", "Two little hands make pillows ...") Because most children do. Improvised composers, of course, cannot be expected to create perfect movements. But after all, I imagined it myself, and I practiced this series of movements with great affection and seriousness. They not only stimulate children's enthusiasm for learning songs, but also cultivate their ability to coordinate their movements, and also give them a source of creation.
(d) In rhythm teaching activities, provide children with full and free playing space, and encourage children to use their existing experience to expand their imagination and play music with orchestration.
One morning at the activity, we were playing music when Geng suddenly stopped me. "Teacher, there seems to be a piano sound in this song." Her words made me feel that the children not only heard the beauty of singing, but also mixed with the sounds of instruments they were familiar with. Children have sensitive ears and rich imagination. For example, children will say that they are like a car whistle-flute-flute; X x x walks like a child; Xxxx xxxx is like a child running and so on. When we interact with children in rhythm, every time I play a rhythm, children can use their imagination to tell what they look like: some say it's like the ticking of rain; Some people say it sounds like a car flute; Some people say it's like the rumble of a train.
I think the cultivation of children's music rhythm runs through the activities of the day. Through different musical attributes, music runs through routines and cultivates children's conventional consciousness. For example, children hear the music "Are you ready?" I will immediately concentrate on hearing the clapping and nodding, and I will know that I clap my hands rhythmically with the music. Collect toys as soon as you hear woodpecker's music; You will be quiet when you hear the lyric "lullaby". Children's feelings about rhythm are sometimes unexpected to adults. For example, before eating and after getting up, when the discipline is the most chaotic, I will use the change of rhythm to concentrate the child's attention and stabilize the child's mood. I will beat a rhythm with the tambourine, and the child can't help but follow it, and then constantly change the rhythm. When children hear the rhythm change, they will naturally erect their small ears and listen to the teacher's rhythm with rapt attention. And extend a small hand to cater to and imitate the teacher's rhythm. In this way, only the neat rhythm is heard, and there is no noise. This kind of music management not only trains children's listening, but also can concentrate well.