22 High School Music Lecture Draft Excellent Model Essays Selected Collection

In teaching activities, teachers and students should listen to music completely and fully, feel the beauty of music, broaden their musical cultural horizons, and understand diverse musical cultures. The following is the draft of high school music lecture I compiled, hoping to provide you with reference and reference.

Senior High School Music Lecture Draft Fan Wenyi: Symphony No.9 (Chorus)

1. Teaching objectives

Emotion, attitude and values

Listen to music completely and fully, feel the beauty of western symphonic music, broaden the horizon of international music culture and understand multi-cultural music.

process and methods

through listening to works, teaching and group cooperation, students can further improve their music appreciation ability and feel the humanistic connotation behind works.

Knowledge and skills

Being able to fully listen to and memorize music themes and master the emotional changes of music.

2. Emphasis and difficulty in teaching

Emphasis

Listen to and remember the theme of music, and understand the spiritual connotation of music expression in combination with the composer's life.

Difficulties

Learn to sing music themes and master the knowledge of music history behind the music.

3. Preparation for teaching

Piano and multimedia

4. Teaching process

(1) Introduction of new lessons

1. The teacher showed the students the clips of TV series and asked the students, "What's the name of the episode we just heard in the clip?"

students are free to answer. ("Ode to Joy")

2. The teacher introduced that "Ode to Joy" is from Beethoven's Symphony No.9 (Chorus), which is regarded as the peak and summary of Beethoven's music creation, so it is introduced into this lesson.

(2) Preliminary perception

1. The teacher plays the music Ode to Joy for the first time and asks the students to talk about their understanding of the work.

(Teacher: "Ode to Joy" is a world-famous classic music. Can any student tell us about your understanding of "Ode to Joy"? Christmas and choirs in the west often sing; The author is Beethoven. Students can express their opinions according to their common sense. )

2. The teacher asked the students to talk about Beethoven's achievements and representative works, and then the teachers and students summarized them together. Beethoven was a pianist and composer in the classical period, and was called "Le Sheng". The most important contribution in his life lies in his creation of 32 piano sonatas, 9 symphonies, a vocal suite and an opera. His representative works include Symphony No.3 (Hero), Moonlight Sonata and the opera Federio and so on. )

3. Listen to the song again, and ask the students to think about what music genre they choose to express their thoughts. (symphony)

4. The teacher introduces the relevant knowledge of symphony. Symphony is an orchestral suite created according to the principle of sonata form, which is grand in structure, profound and dramatic in content, complex in writing and sharp in timbre contrast. )

(3) inquiry learning

1. The teacher plays the song and asks the students what the mood and speed of the song are respectively. (firmly and solemnly; Medium speed)

2. The teacher plays the video of the orchestral performance of Ode to Joy again, and asks the students to divide the parts according to the different characteristics of the expression. Teacher: Please think about it carefully. How many parts can this piece of music be divided into? Two parts, overture and human voice. )

3. Guide the students to sort out the musical elements of Ode to Joy.

(1) Play the theme of "Joy" in the core music, and ask what are the melody characteristics of the music? (Progressive, smooth ascending and descending, no jumping).

(2) What does this piece of music show? (convey the joyful theme)

(3) Teachers ask questions, and guide students to listen to the audio and observe the music score to explore the emotional changes of music works. (Teacher: How does the author convey the theme of joy? Step by step through emotional changes. )

① Students independently explore the process of music mood changes. (process: from lyrical to firm emotional change)

② Teachers and students * * * sum up various ways to promote musical emotions. (strength: from weak to strong; Orchestration: strings-wind music-percussion music-turning point-adding human voice; Form of performance/singing: solo/lead singer-ensemble/chorus)

4. The teacher asked further, what kind of emotion did the author express through Symphony No.9 (Chorus)? Ask the students to think in groups. (Teacher: Ode to Joy is only the fourth movement of Beethoven's Ninth Symphony (Chorus), but this "joyful theme" appeared in the first three movements and was interrupted. Finally, human voices were added to the fourth movement to push the work to a climax. What kind of ideological theme does this practice express the author? Break through the predicament and get the freedom and liberation, victory and joy, unity and friendship of all mankind. )

5. Teachers share Beethoven's life story with their classmates, and combine Beethoven's dramatic life with Symphony No.9 (Chorus) to help students understand the humanistic connotation of the works. This symphony begins in a melancholy minor and ends in a bright major, which symbolizes that Beethoven is not afraid of suffering, breaks through the cage of fate and finally moves towards a bright life track. )

(4) Expand and extend

Please watch Beethoven's Moonlight Sonata, talk about your feelings and broaden your musical horizons.

(1) Students discuss in groups and express their opinions.

(2) Teachers lead students to understand Beethoven's outstanding historical achievements. Beethoven not only made outstanding achievements in symphonies, at the same time, his 32 Piano Sonata is a classic of western music and is known as the "New Testament" of western music. )

(5) Summary homework

1. Teachers and students summarize the main idea of this lesson in the form of questions and answers. Be brave in facing difficulties and overcoming bottlenecks in life, and life will eventually usher in a bright future. )

2. After class, please collect Mozart's Symphony No.4 and think about the social reasons why two classical masters formed different musical styles in their music creation. Bring it in the form of words, about 2 words, and discuss it with the students in the next class.

V. Design of blackboard writing

Senior high school music lecture draft Fan Wen II: "Western Symphony Orchestra and Musical Instruments"

Teaching AIDS: tape recorders, pianos and multimedia equipment

Teaching purpose: Understanding Western Symphony Orchestra and Musical Instruments

Key and difficult points: The Western Symphony Orchestra is large in scale and has many musical instruments, so it is difficult to master it.

1.

1. We often hear symphonic music played by symphony orchestras and broadcast on radio. Whenever we appreciate these music works, we will feel that there will be many beautiful, magnificent, exciting and enthusiastic music pouring out from such symphony orchestras. But what instruments does a symphony orchestra have? What are the special performances and expressiveness of these instruments? When and how did they combine into such a huge whole? How did the magical power of a symphony orchestra come into being? Not every music lover can fully understand this series of problems.

2. The budding of the symphony orchestra was actually in the middle of the 16th century, that is, in the heyday of the Renaissance, and most of the instruments in the symphony orchestra were also formed in the Renaissance. It was from this time that the modern symphony orchestra began, until the end of the nineteenth century, even until the beginning of the twentieth century, and it took three centuries of complex development before it was finally finalized.

Second, teach new lessons

1. The changes and development of symphony in the times.

During the Renaissance, due to the germination and development of capitalism in feudal society, the establishment and development of cities, and the formation of a progressive bourgeois world outlook-humanism, a realistic method foundation was put forward for artistic creation. Another achievement of Monteverdi is that he has a new understanding of the band, thinking that the band is a combination of different timbres, so he began to make different instruments oppose each other, compare each other, and let each group of instruments take turns to play. These practices were still an unexpected new discovery at that time. Generally speaking, in this period, the adoption and cooperation of musical instruments were constantly changing, and sometimes even some strange things, such as giant violins, windmills and cannons, were used in the band to cause some special effects.

The 17th century is a very important period for the development of symphony orchestras. With the development of the theme harmony style and the adoption of digital bass, the harpsichord occupies a very stable position in the band because it is easy to play chords; Secondly, due to the brilliant achievements made by Italian violin manufacturers, such as Amati and Strati Valli, in the improvement and finalization of violins, the number of violins in the band gradually increased, and finally the lyre and some other ancient instruments were pushed out of the band. But at this time, the band can't be regarded as a new band, because its foundation is still the harpsichord, and many of the bands are ancient instruments. Since the mid-17th century, interest in bands has gradually spread throughout Europe, and bands have also gone abroad from Rome, Florence, Venice and Naples, Italy, where different types of early bands have appeared in Paris, London, Berlin, Hamburg and Vienna. By the end of the 17th century, there were not only bands playing in opera houses and churches, but also new places for bands to play music came into being. In 1672, the first publicly charged string band concert was held in London. In 1686, the Netherlands began to have regular public concerts, which were spread to other European countries.

the 18th century was a century of great turning point and revolution. The social structure, philosophical views, aesthetic ideals and artistic forms in Europe have all changed, and the turning point of the symphony orchestra has also arrived. This turning point in the symphony orchestra should be marked by Haydn's First Symphony in 1759.

In the mid-18th century, the new style of thematic harmony replaced polyphonic music with multi-voices, and a new genre of music, symphony and concerto, appeared. With the change of musical style itself, the so-called "classical band" was formed in terms of musical instrument combination. At this time, the band has been liberated from the shackles of digital bass and harpsichord, which have hindered its development for a long time. However, the status of woodwind and brass instruments in the band has not yet been established. The band used in Haydn's Symphony No.1 only has two oboes and two French horns besides string instruments. The "classical band" founded by Haydn and finally established by Mozart is actually a double-tube band based on Mannheim School.

Since then, the development of the symphony orchestra has only changed in details. At the beginning of the 19th century, the band expanded the number of musical instruments, especially the number of brass instruments changed greatly-at first, the French horn was increased to four to form a quartet, and later three trombones were added. In this way, a new type of band, the Grand Symphony Orchestra, is formed, which is the so-called "Romantic Band". This kind of band was finally completed in the creation of romantic composers Weber, Schubert and Mendelssohn.

2. Musical instruments of the symphony orchestra

Generally speaking, in the whole historical process of the development of the symphony orchestra, the bands used by composers in past dynasties are very diverse. But we can classify all these various bands into two basic types, that is, symphony orchestras and symphony orchestras; These two kinds of bands include string instruments, woodwind instruments, brass instruments and percussion instruments. Now let's talk about the sinfonietta.

Sinfonietta was formed in the second half of the 18th century. This kind of band was not considered as a small band by composers at that time. Until the early 19th century, most operas and symphonies used this kind of band. The instruments used by a sinfonietta usually include:

String instruments: six to eight first violins, four to six second violins, two to four violas, two to four cellos and two to three double basses.

woodwind instruments: flute, oboe, clarinet and bassoon.

brass instruments: French horn and trumpet.

percussion instrument: a pair of timpani.

The instruments used by sinfonietta are sometimes omitted, such as clarinet and trumpet. Mozart's later symphonies sometimes omit the trumpet or timpani, and sometimes omit the oboe. On the contrary, sinfonietta has sometimes expanded, even close to the grand symphony orchestra. This extended form was often used in opera bands and oratorio bands at that time, and symphony works were much less used in such bands.

From the 193s until now, most of the general symphonies, operas and ballet works are made by the Grand Symphony Orchestra. The instruments used by the Grand Symphony Orchestra usually include:

stringed instruments: twelve to sixteen first violins, ten to fourteen second violins, eight to twelve violas, six to ten cellos and six to ten double basses.

woodwind instruments: there are two or three flutes, oboes, clarinets and bassoons respectively. Besides, there are often variants of these instruments, such as piccolo (occasionally alto flute), alto oboe (or British pipe, occasionally lyric oboe), bass clarinet (occasionally small clarinet, alto or double bass clarinet) and bass bassoon.

brass instruments: four French horns, two or three trumpets, three trombones and one or two tubas.

percussion instruments: timpani, triangle, tambourine, cymbal and drum, etc.

in addition to the above four groups of musical instruments, harps are often used, and most of them use two. The Grand Symphony Orchestra consists of about 6 to 9 people, but there are also more than 1 people. This kind of band sometimes reduces the number of some instruments, especially the number of stringed instruments, but sometimes it also expands the number of individual instruments in a certain group of instruments or the number of the whole group of instruments, and adds individual instruments that are rare in general bands, such as piano or organ.

It can be seen from the types of instruments used by the minor symphony orchestra and the major symphony orchestra that the trombone is the symbol that determines the type of band. A band lacking trombone can only be regarded as a small symphony orchestra, because a big symphony orchestra must have three trombones and one or two tubas. If there is only one trombone, it can only be regarded as a symphony orchestra.

III. Summary

We have briefly introduced all the instruments in the symphony orchestra. Now let's talk about the proportion of these instruments in number. As mentioned above, the string instrument group has the largest number of instruments, with more than a dozen for the first violin alone, but each instrument in other groups generally uses only two or three instruments, or even only one instrument. Each instrument can produce different sounds, some are easy to produce high notes, some are easy to produce low notes, some are easy to produce fast and lively melodies, and some are suitable for producing slow and melodious melodies. hold