1. the significance of gamification in music lessons
gamification in children's music lessons is a good means to educate children's aesthetics, improve their imagination and cognitive ability, enrich their musical knowledge and develop their intelligence. In this way, children can feel music with their limbs, touch music with their hearts and experience music in the process of playing. Music games are flexible and imaginative, which accords with the characteristics of children learning music.
Music games are needed by children, and preschool education is indispensable, which is an important way to stimulate children's interest and make them happy. The gamification of music lessons can not only promote children's interest, but also cultivate and shape children's IQ.
It is children's nature to like games, and learning in games makes children happy. Happy study will lay a good foundation for children's physical and mental health and future study. The gamification of music lessons enables children to learn in games and play in learning. Games will create a free, flexible and imaginative environment for children to learn music. This kind of free and happy game is introduced into music class, so that children can feel music happily and fully experience the joy of learning music.
The gamification education of music class should be based on children themselves, whether children can freely play in music learning, freely show their skills and study happily, etc. This is the fundamental problem of gamification music class. It is necessary to find out the appropriate games suitable for children and tap the great potential of children during the game. Through the gamification music class, we can cultivate children's interest in learning, develop children's musical ability and the gamification of the course content.
Children are active, fun, thinking in concrete images, and everything is based on interest. This is the characteristic of children, so the method of playing games in music teaching is integrated with children's study, life and play. Gamification of music curriculum can stimulate children's interest in learning music and cultivate their innovative ability. Children's music education plays an important role in school education.
judging from the current situation of children's music education, it is necessary for children's music lessons to be gamified. As can be seen from our kindergarten, the form of music education is dull and monotonous, and music games are generally not used. Sometimes, some simple games are played before class, which are used to rectify classroom discipline, and the ingredients of real game activities in music classes are greatly reduced. The integration and interaction between courses and games are not enough, and even some courses and games are irrelevant.
2. Gamification of music lesson content
Music game activities have children's playfulness, which is in line with children's characteristics. Make full use of children's characteristics and understand the role of games in children's development. The characteristics of games are very obvious in the content of children's music teaching, such as singing, dancing, rhythmic activities, percussion instruments, music appreciation and so on. For example, the methods available in the song "Dwarf and Giant" are role-playing, using body language to express the mood and expression of the characters, using percussion drums and double bells to perform the appearance of the characters in the song, and using parent-child activities to express the contents of the song, etc. Therefore, the game will let children freely show themselves, feel the music happily, give full play to their creativity and participate in the game's interest and fun.
3. Stimulating and cultivating children's interest in learning music
Interest is a positive cognitive tendency and emotional state. It is the motivation to stimulate children's learning. Creative education is to stimulate children's strong interest in music and game activities. Interest can induce and strengthen the motivation of learning. With interest, children can control their attention and get happy emotions. Children's interest is not innate, but cultivated in our life or education. To cultivate children's interest in music, we must first stimulate children's interest in music. For example, when a rhythmic, light and pleasant song is played, children will dance and move. At this time, it is necessary to guide children's interest in time. Let children have more contact with music in their lives. Teacher Barbara, an educator, said, "Most children play games or have classes. When they play, they instinctively love to sing and dance to show the rhythm of music. People themselves are the melody of music." Children have the potential to learn music. Teachers should discover children's interest in time through observation, protect the bud of interest, and constantly create conditions to satisfy it, so as to make it develop steadily and continuously.
Teachers should not only guide children's interest, but also use their strong interest in music games to infect children. Teachers should change themselves into children's state, and use appropriate rich feelings and expressions to infect children and drive them. In the gamification teaching of music class, the key and difficult points of this lesson are transformed into the excitement of children by means of games.
4. Developing children's musical ability
Musical ability refers to "the comprehensive ability of cognition and emotional response to musical elements. Including the ability to identify elements such as music, sound, duration, timbre, rhythm and melody. In addition, the talent for music aesthetics is the musical sensitivity of the combination of various musical abilities. It is a concentrated expression of musical ability. " The cultivation of musical ability is the ability to engage in musical practice and the psychological characteristics of personality. Musical ability is the synthesis of various abilities. When engaging in activities such as singing, playing, music appreciation and music creation, it needs the support of musical sense, sense of rhythm, musical hearing and so on. It is based on the quality of music, and can be developed and improved through education and training and corresponding music practice activities.
The cultivation of musical ability should run through the teaching of gamification content in the course. However, children's musical ability is often restricted by the level of psychological development, knowledge level, understanding ability, life experience and musical accomplishment, which makes children's musical ability very limited. Therefore, for children, in the process of learning and enjoying music, they experience the beauty of music through auditory feelings, and understand and feel music works with the help of association and imagination.
The best time to cultivate and train children's musical ability is the early stage of children's growth, so it is necessary to carry out early music education for children. As a preschool teacher, we should know how to implement music education in early childhood, and constantly cultivate, enrich and oppose the anti-war children's musical ability. The gamification teaching of music course, to cultivate children's musical ability, starts with hearing, first listen and then do, while listening and doing. Under the guidance of teachers, they listen attentively to music, use their own hearing to distinguish the changes of pitch, rhythm, speed and strength, and change their actions according to the changes of music. As children's listening ability improves, so does their transfer ability. In this way, children can listen to music and play games, and then similar music games will be done. This is the way to teach children to play games by themselves. Let children learn how to learn, which will benefit them for life.
Gaming music course can stimulate children's interest in learning, and music can promote the activity of the right hemisphere of the brain and improve memory.
(a) from the content and theme of the game
from the content and theme of the game, it can be divided into two categories: music games with themes and music games without themes.
1. Music games with themes
Generally, this kind of music games have certain ideas of content or plot and certain roles. Children imitate certain images and complete certain actions in music games according to the roles in the games. For example, in the game Cat Knocks on the Door, teachers and children can play the roles of "kitten" and "mouse" respectively. According to the plot content in the game, imitate the actions of kitten walking and hiding gently, imitating cat barking and mouse being clever and afraid, and play the game according to the plot tips in the game.
how to play: as a prelude, little mice run around stealing food.
Section 1-2: The cat knocks at the door.
Section 3-4: The mouse put his right hand to his ear to listen to the knock on the door.
Section 5-6: The cat knocks hard at the door.
Section 7-8: The cat slaps its chest proudly.
Section 9-12: The mouse asked softly, and the cat commander replied proudly.
Section 13-2: The little mouse scurries around and cries "Help" while running. The cat commander yells "Meow" and pounces on the mouse.
the second music: the cat chases the mouse, and the mouse can squat down to avoid it.
Rules:
(1) The cat commander said in the last sentence, "Meow!" Only then can the mouse pounce on it, and the mouse can escape.
(2) The caught mouse stops playing once.
2. Theme-free music games
Generally, these games don't have a certain plot idea, but they just follow the music, which is equivalent to rhythm or rhythm combination, but this kind of action has a certain gameplay, that is, it contains the rules of the game. For example, in the game "Grab a seat", children just do various actions freely with the music, but when the music stops, they must grab a seat. This is the rule of the game.
(2) From the form of games
From the form of games, it can be divided into song and dance games, performance games and listening and response games.
1. Song-and-dance games
Generally, these games are based on songs, that is, actions are made according to the structure of lyrics, rhythms, phrases and paragraphs, and games are played. The rules of the game are usually set at the end of the song. This kind of game is different from games with themes. It can have obvious theme and content, or it can have no music that specifically expresses plots and roles, and relatively focuses on children's creative action performance. For example, the song Kangaroo is designed as a music game, which mainly focuses on guiding children to show how mother kangaroo and baby kangaroo love each other, and can inspire children to do different actions to show it. Another example is the game "Cats and Mice". On the basis of being familiar with and learning to sing songs, children can perform freely according to the meaning of the lyrics, playing big cats and mice respectively. When the last note of the song is sung, the children who play the big cat can catch the "mouse".
2. Performance games
This kind of game is a game in which actions are made or changed according to different music specially designed and organized. From the content of the game, there are generally certain plots and roles; From the game form, it has a strong performance. For example, the music game Bear and the Stone Man, the whole music consists of three parts-theme songs, music of "Bear Walking" and music of "Children Dancing".
When playing this game, children will perform according to the plot and content displayed by the music:
In the first part, children will sing songs and act freely according to the meaning of words;
in the second part, the children (or teachers) who play the role of "bear" come out according to the music rhythm, while the children who play children are free to put up their shapes, but they can't move. As soon as they move, they are found by "bear" ("eaten") and must quit the game.
in the third part, the dance music starts, and the children who have not been discovered by the "bear" dance freely with the music. The game is repeated according to this. In the process of this performance game, sometimes teachers can change the order of music flexibly and randomly in order to highlight the consistency between children's performance actions and the nature, rhythm and structure of music. For example, when children are dancing, they suddenly insert "bear coming" music, so as to increase the consistency between children's music and action performances and enhance the fun of the game.
3. Listening and response games
These games focus on the requirements of the ability to distinguish and judge music and sound, so as to cultivate children's ability to distinguish the level, strength, speed, timbre and phrases of music. It generally has no fixed game plot or content, and mainly focuses on the reaction and understanding of music elements. For example, the music game "What musical instrument is singing" requires to distinguish the timbre of small musical instruments; The game "Strange Sound" requires distinguishing the strength and weakness of the sound, and using body movements (for example, stamping your feet to indicate strength, clapping your hands to indicate weakness; Stretching your arms indicates strength, and bending your elbows and hugging your shoulders indicates weakness.