For many years, music appreciation courses have followed the traditional education and teaching model, which mostly discusses music based on music, and appreciates it from the aspects of historical background, music form analysis, melody theme, etc. This approach emphasizes professionalism but ignores the comprehensive nature of "music appreciation" itself. It is gratifying that with the continuous deepening of curriculum reform, the newly promulgated "Art Curriculum Standards for General High Schools" takes "cultivating the humanistic spirit" and "emphasis on aesthetic experience" as the basic concepts throughout. Changing music appreciation to music appreciation, just one word difference, means a "revolutionary" change. While carrying out music knowledge education, special emphasis is placed on infiltrating moral cultivation, aesthetic cultivation, and cultural cultivation into students' humanistic qualities. and artistic abilities are comprehensively developed.
1. Cultivate the humanistic spirit of music
The humanistic spirit, also called humanism, humanism or humanitarianism, origin A system of thought that originated during the European Renaissance. It advocates putting people first, caring for people, and respecting people; it promotes humanity and human rights, and advocates individual liberation and rational knowledge. If the humanistic spirit is the culture of social ideas, then the humanistic spirit of music is the culture of social ideas through music. Western music pays attention to conflict and logic. Therefore, Western music is like the geometric composition thinking of Western painting, emphasizing a strict overall tonal layout and paying attention to the unified structural force of music. Therefore, it has strong theme contrast and unified intensity, publicity and dialectics. Musical humanistic psychological characteristics of thinking. Traditional Chinese music is like the composition of a long scroll of ink painting, free and loose. Although it does not have a strict overall layout, it is well-proportioned. Its reasonable organization of music is reflected in the density and density of the music speed and rhythm, which are scattered but not spiritual. This forms a linear melody structure paradigm that symbolizes the subject's cultural psychology of life movement. It emphasizes self-experience and self-understanding, and is intended to be "appropriate". The humanistic spirit of music in this music can best be described by the harmonious concept of "harmony between man and nature".
Music art is an emotional art. Appreciating music is not a passive acceptance, but an active participation process, which means that the mind of the appreciator collides and resonates with the musical works. The process is a process of humanistic information exchange. In order to understand the true meaning of music, students must understand the basic common sense of music appreciation. For example: when listening to a symphony concert, everything from dressing to entering, from appreciating to applauding is very particular. This is what we often call appreciation etiquette. There is a famous chorus "Hallelujah" in Handel's oratorio "Messiah". When it was performed in London in 1743, the King of England came to the theater in person. When "Hallelujah" was sung, the King of England suddenly stood up excitedly because of the passionate emotion of the song, and the entire audience also stood up to enjoy this music. The implication is: such holy music can only be played by standing Enjoy. To this day, in some places abroad, the tradition of audiences standing up to listen to "Hallelujah" is still preserved. The appreciation etiquette of symphonic music further embodies human civilization and humanistic spirit. Infiltrating this appreciation etiquette containing a strong humanistic spirit into the teaching of "music appreciation" can enable students to actively enter the role in the appreciation process. Release vitality, stretch spirituality, use imagination, improve ideological understanding, cultivate elegant and healthy aesthetic taste, thereby internalizing humanistic knowledge into humanistic quality.
2. Enjoy the fun of music appreciation in all aspects
New music appreciation teaching materials, breakthroughs in the design of the system structure It transcends subject-based concepts and grasps a growing child's desire for beautiful music and gradual appreciation habits. It is divided into two volumes, 3 sections, 5 units, 23 humanistic scene themes, and guides students to experience music in an all-round way. Beauty, enjoy the fun of listening to music, and develop the habit of listening to music.
(1) Section 1: Cultivate an ear for music. The first section includes unit 1 (appreciation of music) and unit 2 (beauty of music). There are 6 humanistic scene themes. The main purpose is to allow students to initially understand and gradually enter the three stages of music appreciation. Two stages: aesthetic stage and expression stage.
The aesthetic stage: refers to unconsciously immersing in the sound, letting the appeal of the music bring people into a comfortable and pleasant mood.
From the analysis of the psychological characteristics of music development of high school students, children at this stage have sharply enhanced abstract logical thinking ability, richer emotions, gradually becoming more profound and stable, strong emotional experience, and music perception ability is improving year by year. improve. As an art of listening, music is uniquely non-semantic, non-representational and uncertain. To give a good music appreciation class, we must start from the "aesthetic stage" to create an atmosphere of musical beauty and guide students into the temple of music.
Expression stage: refers to different moments, when you can experience countless nuances and changes in music and express one or other emotions. Emotions such as serenity or overflowing, regret and victory, anger or joy.
From the perspective of music aesthetics, high school students should have a comprehensive perception and experience of beauty.
From unconsciousness to consciousness, from experiencing "titled music" - being able to appreciate and understand music according to the instructions of the title, to experiencing "untitled music" - understanding the emotions expressed in the music by yourself. The second unit explains in detail the beauty and magnificence, sublime beauty and joyful beauty, tragic beauty and comic beauty of music from the perspectives of formal beauty and content beauty respectively, guiding students to gain deep emotional experiences of various beauties when listening to music.
(2) The second section: Feel the cultural characteristics of music. The second section includes the third unit (Music and Ethnicity) and the fourth unit (Music and Times), with 10 humanistic scene themes. Allowing students to enter the pure music stage of appreciating music means that they can both enter music and transcend music. They can criticize music on the one hand and appreciate music on the other. This requires students to understand the things behind music and conduct a comprehensive study of the national cultural characteristics of music, the relationship between music and the times, people's lives, and labor customs. Only with this knowledge can students "evaluate" and "criticize", truly feel the various characteristics of music as a specific cultural carrier, and truly experience that music as a type of art is different from good-sounding speakers and The humanistic nature of playing (singing) skills.
The purpose of the third unit is to guide students to feel the stylistic characteristics of different ethnic music cultures, cultivate students' awareness of respecting and understanding diverse music cultures; guide students to listen carefully to the styles of ancient, modern and contemporary Chinese music and charm, experience the style, rhythm and development history of music in Europe, the birthplace of modern Western civilization, since the Middle Ages and the Renaissance.
(3) The third section: Experience the breadth and depth of music. The third section is mainly the fifth unit (genre of music), which has 7 humanistic scene themes. This section is still the same as the second section, allowing students to enter the third stage of music appreciation - the pure music stage, but the focus is on a comprehensive introduction to music expression forms - genres to enhance students' appreciation ability. and level.
Music is one of the oldest arts of mankind. In addition to the instrumental music we are familiar with, music blends with other sister arts and has given rise to many strange things. The blending of music and poetry creates vocal music; the blending of music and drama creates opera; music penetrates into dance dramas and becomes the soul of dance dramas; music and traditional Chinese literature, dance, fine arts, martial arts, acrobatics and performing arts are each The fusion of these factors became the art of opera; the marriage of music and rap gave birth to folk art (rap) music; music was created for film and television, and a new music genre emerged - film and television music, becoming the comprehensive art of film and television. An important part of music; music comes from the masses, and then goes to the masses. Popular (popular) music with different charms is produced among the citizen classes of different nationalities... All of these show the richness and variety of music art. Broad and profound.
3. “Student-centered” experiential teaching
Music appeals to hearing through the material medium of sound art style. Auditory experience is the basis for learning music. Therefore, adhering to "taking music aesthetic experience as the core" and implementing experiential teaching is the key to doing a good job in music teaching. Developing students' musical hearing should run through the entire process of music appreciation teaching.
And "student-oriented" means to treat students as people with thoughts, rights, dignity, and growing development. Therefore, the entire process of music appreciation teaching is a process of guiding students to experience the beauty of music, rather than forcibly instilling music knowledge into them. In this process, students are active and are willing to experience and perceive music, while teachers are the guides.
For music appreciation classes, student teaching focuses on listening, while collecting and exchanging music materials; designing exploratory and inspiring questions for discussion; at the same time, ensuring a certain amount of interaction Time is provided to provide necessary interactive conditions; students are allowed to associate and imagine, and express their thoughts and experiences of music appreciation through verbal descriptions and other forms.
Editor in charge: Xiaofang