How to give a good primary school music class

Traditional music class teaching focuses on singing, and students often revolve around the teacher's baton. Teaching lacks flexibility and students are relatively passive. Therefore, it seems boring and boring, and does not meet the characteristics of "edutainment and entertainment" in music classes. So, how can we make a music class truly dynamic and allow students to actively participate in learning? Therefore, we should create a democratic, harmonious atmosphere that is conducive to students' active participation, so that students can become audiences and become actors. In the process of class, they can learn music knowledge and skills, master and improve their musical aesthetic ability.

1. Enhance interaction with students and adjust teaching methods

Music class itself is to "educate and entertain". If you just ask questions and sing songs, the classroom atmosphere will appear monotonous and boring. This obviously cannot meet the needs of students and cannot stimulate students' desire and interest in learning. It is even more difficult to show initiative. On the contrary, when students study in a democratic and harmonious atmosphere, they feel comfortable, their thinking is always in a positive and active state, they dare to think, speak, ask, innovate boldly, and are willing to express their opinions. Teaching methods such as games and singing performances are appropriately added to the teaching, allowing students to learn in a relaxed and pleasant atmosphere, which is conducive to students giving full play to their initiative.

For example: In the teaching of the song "Spring is Coming", because the monotonous music score teaching did not arouse the interest of the students, I designed the game of "Finding Friends" to let the students act as "birds" As the character, the teacher played the melody and asked the "bird" to find the melody and sing it as his friend. The students devoted themselves to learning, and everyone was able to speak enthusiastically, raising their hands high. The atmosphere was lively and the music score was quickly mastered. In addition, using instrumental music to enrich classroom content can also create a relaxed and harmonious atmosphere. For example: in the teaching of "Where is Spring", first ask students to discuss with each other what beautiful scenery and wonderful sounds there are in spring? Invite students to come on stage voluntarily and take any percussion instruments that can express the beautiful sounds of spring to accompany the song. Every student sitting here is thinking actively and is very involved in the accompaniment. Some use maracas to express the sound of rain, and some use triangles to express the sound. Thunder etc. It was very lively. Not only did every student move and participate in the activities, but it also cultivated students' sense of rhythm.

Furthermore, we focus on personality development and encourage music creation. Without creation, there would be no discovery and breakthrough, and without creation, there would be no progress and development. Every aspect of the music practice process has creative characteristics, providing the possibility to encourage the implementation of the concept of music creation. Group cooperation is a teaching method in which two or more individuals learn and collaborate together to achieve the same purpose. It can not only improve the classroom atmosphere and improve teaching efficiency, but also cultivate the spirit of cooperation and creativity among classmates. For example, in the rhythm teaching of "Little Rain and Sand", the method of group cooperation is adopted. Several people freely practice the difficult rhythms shown on the blackboard together. At the beginning, some students typed correctly and some incorrectly. But after a few minutes of discussion and everyone expressing their opinions, the students in the group will correct each other and practice to achieve the correct style of play. When the teacher questions individual students, he can usually hit the rhythm accurately. Some students may have some small rhythm errors, but with the teacher's demonstration and guidance, and then practicing in groups again, the students' feedback to the teacher the second time will be correct. It is more flexible and focuses students' attention than the teaching method in which teachers teach first and students learn later. The students' main body runs through the rhythm teaching, which is conducive to the full development of personality, and students also get certain thinking training from it. Music has content, but it has no fixed content. Therefore, every aspect of the music practice process inevitably carries the practitioner’s individual characteristics. For example, when listening to the music about elephants in "Carnival of the Animals", the teacher raised a teaching question: "Students, what animal does this music describe?" After listening to the music, some students thought it was Some people think lions are wild boars, some think they are giant pandas, and some think they are bears. At first glance, the students' feelings are correct. If the teacher insists that only elephants are correct, it is unscientific. Every student has the right to learn music in his or her own unique way, enjoy music, participate in various musical activities, and express personal emotions and intelligence.

Therefore, how to understand a certain musical work?