When it comes to music, some people will think of singing, and think that music class is a singing class, and calling a music teacher a singing teacher is a layman's understanding. However, some music teachers don't know enough about the importance and essence of music appreciation. And look at the following sets of shots.
lens a music teacher announced to the students at the beginning of the class that today's music class is an appreciation class, and then began to play music, one after another, one after another, without interaction or participation between teachers and students. Another music teacher, after the students learned the song "I am a small herder on the prairie", casually asked the students to listen to the music "Pastoral Grazing" repeatedly because it was not time for class to end. In the classroom, students' attitude gradually changed from enthusiasm to indifference, and their reluctance and passivity to enjoy music were beyond words.
scene 2 in a music class, the teacher asked the students at the beginning: "do you know the story of the race between the tortoise and the hare?" The students responded enthusiastically to this, and then the teacher invited a student to tell the story. After that, the teacher described the story vividly in vivid and fluent language. At this time, nearly half of the time passed. At this time, the teacher turned the topic to the music "The Tortoise and Rabbit Race" and took the time to introduce the creative background of the work. So far, there was not much time left. When the teacher played the music, it was close to class. The students' disappointed expression was written on their faces.
These situational phenomena reflect the problems existing in appreciation teaching.
1) Ignoring the importance of appreciating teaching, lacking the theme and letting it drift. Some teachers will treat the whole class as an appreciation class, but they don't choose the content well, just the accumulation of some audio materials, and there is no requirement for the quality of appreciation. Some teachers let students "appreciate" music repeatedly when the class is about to end, and they don't design the teaching process well, letting students listen to music by themselves, and they also call it: this is to give students autonomy. All these reflect the teachers' lack of understanding of the importance of appreciating teaching and their arbitrariness. Music appreciation teaching is not for students to simply listen, but should be combined with other forms of music practice (singing, playing, rhythm, discussion and evaluation of music and creative activities), and through creatively guiding students to understand the connotation of music, students' appreciation ability should be continuously cultivated.
2) Deviate from the aesthetic law of appreciation teaching, stay away from the main line and weaken appreciation. Explaining music by telling stories or using too many languages in appreciation, the teacher's original intention is to help students better understand music, but this behavior of replacing music with language makes appreciation teaching far away from the main line of music and deviates from the aesthetic law of appreciation teaching.
Music is the art of sound, and it is also the art of time. These two characteristics determine that appreciation teaching should focus on listening. In teaching, students must be given a certain amount of time to listen to music, and at the same time, there should be room for students' imagination. At the same time, the uncertainty of music determines that music can never be expressed in a certain written language. Therefore, in the teaching of appreciation, it is necessary to use appropriate guidance or hints, rather than replacing music with long oral language.
3) divorced from appreciating the musicality of teaching, it dismembered music and lacked integrity. It is not ideal to break the music at will in the teaching of appreciation, making the whole music fragmented, and replacing the whole music with "dismembered fragments", which not only destroys the aesthetic feeling of music, breaks the integrity of music, but also blocks the students' musical imagination and musical experience.
In actual teaching, the author strengthens the integration within the music discipline to innovate. The internal synthesis of music discipline is to combine music appreciation with other aspects of music teaching in appreciation teaching, and make innovations to better serve appreciation teaching. Many music appreciation contents can enrich and deepen the experience and understanding of the content and connotation of the work through singing, playing and rhythmic performance.
1) Sing a melody. The best way to appreciate some music is to let students find the theme tune that appears many times in the process of listening, and then hum the theme with the music, thus arousing students' interest. This not only enables students to concentrate on the music itself better in the process of appreciation, but also helps students to feel and understand the music better.
2) beat the rhythm. It can be body rhythm, and if you go to the next level, you can also choose percussion instruments and beat music to participate in music performance. By this means, students always pay attention to music, effectively participate in the "listening" link, and truly listen to music.
in the music class focusing on music appreciation, it is necessary to synthesize from many aspects, perspectives and latitudes, which is an effective way to achieve the other side of victory in appreciation teaching. In the process of synthesis, we should grasp three principles: don't lose the musicality of music lessons for the sake of synthesis; Don't simply impart knowledge of other disciplines for the sake of synthesis; Don't regard synthesis as the "splicing" of knowledge. If we do this, the comprehensive innovation will endow the music class with fresh personality and make the music appreciation class more attractive and infectious.
In short, in appreciation teaching, the most fundamental thing is that teachers should carefully design and help students understand the connotation and artistic conception expressed by music works through various forms of teaching means and channels.