Nowadays, "graphic spectrum" teaching is often used in primary school music classroom teaching. What is "graphic spectrum"? As far as I understand it, "graphic score" should be a kind of music score that uses some simple and easy-to-draw graphics and lines to highly summarize the direction, speed, intensity, etc. of the music melody. According to the "graphic spectrum", we can allow students to intuitively see the changes, development, repetition and other characteristics of the music when they are listening to or learning to sing songs. Moreover, students can better feel the work and mobilize their attention by drawing the "graphic spectrum" while listening. A good "graphic spectrum" design can also make listening more interesting.

To be honest, I used to be very dissatisfied with this teaching method and felt that it would not play a big role, so I rarely used it in teaching. Just if there is a design of "graphic spectrum" in the textbook, just tell the students which graphic spectrum corresponds to which section of the work, and then lead the students to draw a picture while appreciating it, and have a quick feel for the melody direction and rhythm characteristics of this section. , basically passed. However, through participating in a series of activities related to the teaching and design of "Graphic Spectrum", and this semester I also paid attention to and tried to incorporate the application of "Graphic Spectrum" into the classroom teaching design, I gradually felt the "Graphic Spectrum" Used well in teaching, it can indeed help students better understand musical works and assist song teaching.

1. Application in song teaching

The use of "graphic spectrum" in song teaching can allow students to intuitively feel the ups and downs, repetitions, and changes of the melody, and the density and looseness of the melody rhythm. , changes in the speed of the work, coherence and jump of the melody, changes in the crescendo and decrescendo of the music, etc. In addition, "graphic notation" can also assist in rhythm practice.

(1) Auxiliary means for learning song melody

The design of "graphic spectrum" generally takes into account some basic elements of music, such as pitch, strength, and music progression. The coherence or jump, the density and stretch of the rhythm, etc., so the appropriately designed graphic spectrum can help students grasp the melody of the song faster and better, and intuitively perceive the pitch changes.

Example: "The Bells at Dusk"

"The Bells at Dusk" is a learning song in Unit 7 of Volume 5 of the People's Education Press. The song expresses the perfect combination of nature and music - the beautiful scenery at dusk in Europe and America and the melodious church bells. The first phrase and the second phrase of the song have a strict three-dimensional superposition relationship. The design of this lesson can be like this. The graphics of the "graphic spectrum" are replaced by small undulating clouds on the horizon, and the words between the clouds are The lines are connected, the undulating shape shows the melody trend of the song, and the connecting lines show the continuity of the song melody. During class, the "graphical notation" of these two phrases appears in sequence, and then, with the help of courseware demonstration, the "graphical notation" of the two sentences with different pitches are finally superimposed together, allowing students to intuitively feel that the ups and downs of the song phrases are the same, but The second sentence is higher in pitch than the first, reflecting people's emotional ups and downs and excitement when seeing the beautiful scenery at dusk. The last line of the song is the sound of a bell, and the pitch is "1--" repeated six times, which forms a sharp contrast in the melody progression with the previous ups and downs of the phrase. Through the graphic comparison demonstration, students can understand it at a glance, and the same sound can be repeated. It seems simple, but in fact, students often cannot sing homophonic repetitions well. By intuitively feeling the "graphic spectrum", students can be guided to sing the melody straight and prolonged.

The melody of the song is:

Beautiful Dusk

3/4

1 — 2 | 3 — 1 | 4 — 3 | 3 2 1 | 4 — 3 | 3 2 1 |

3 — 4 | 5 — 3 | 6 — 5 | 5 4 3 | 6 — 5 | 5 4 3 |

1 — — | 1 — — | 1 — — | 1 — — | 1 — — | 1 — — ||

The “Graphic Spectrum” design is:

1

2

3

As shown in the picture above, the first phrase and the second phrase are exactly the same in the design of the "graphic score", but for the sake of distinction, I added The lines are designed with different colors so that students can more easily feel their overlapping effect when moving. For the third phrase, we designed a black, simple rectangular square, spread out straight, with curves of equal lengths at intervals, just like the continuous sound of bells in a church. The black tone can make people calm down and feel the bells. The sound is rich. Then, through animation design in the courseware, the first and second phrases are demonstrated overlappingly, giving students an intuitive feeling of complete overlapping of the melody in three degrees.

(2) Auxiliary means for rhythm practice

In rhythm practice, it is more difficult for students to grasp the points and segments. In the past, we often used the method of padding to let students Clearly understand the length of the duration. The stroke is performed up and down. If you use clapping to practice, the progression of the duration is not easy to express. However, with the "graphic spectrum", students can also pan the progression of the duration when clapping. Feel while clapping your hands.

For example:

Dotted eight-minute rhythm

X X X X X X . X X

Dotted four-minute rhythm

X X X

The syncopated rhythm of the second beat value

X X X X X X X X X

The syncopated rhythm of the one beat duration

X XXXX XX X

< p>The above rhythms are difficult for students to master. Teachers can use graphic drills to allow students to intuitively see the length of these rhythms and their relationship with the duration of one beat. Intuitive images allow students to better understand and remember, and through step-by-step evolution exercises, students can easily master it.

(3) Auxiliary means for difficult lyrics writing

In song lyrics, we often encounter the difficulty of one word with multiple tones. Some one word with multiple tones have a more regular rhythm, but students are still more confused. It can be mastered quickly, but some students have difficulty mastering it. For example, the song "Mother's Heart" in Lesson 5 of Volume 5 of the People's Education Press has many one-syllable and double-syllable lyrics, which are not very difficult and can be learned by students in no time. But there is one area where students always fail to sing well. Take a look at the music examples below:

5 3. 3 | 2 3 0 |

My Heart

In the first one or two classes, in order to let the students sing this line well, my method was to repeatedly lead the students to model singing. Although the problem was solved, the students just learned and consolidated it mechanically and repeatedly. Later, mainly because I wanted to be lazy and use my voice less, I drew such a "graphic spectrum" on the blackboard to remind the students. Unexpectedly, the students not only understood it quickly, but also basically didn't need me to teach them to sing. They just pressed my hand. The demonstration on the blackboard will be sung in no time.

3

5 of

Me

2. Appreciation of application in teaching

"Graphic spectrum" It is commonly used in appreciation teaching. Combined with "graphic spectrum" appreciation, students' attention can be improved when appreciating. Usually, when the melody reaches the corresponding "graphic spectrum", the teacher will often ask the students to draw the spectrum while listening to the music, and feel the intensity, ups and downs, jumps, etc. of the melody, so the students' attention is naturally focused. In addition to improving concentration, it also helps in understanding and memorizing music. Primary school students mainly focus on image memory, supplemented by logical memory. "Graphic notation" presents students with a high-level overview of complex music. It is vivid and intuitive, but not concrete. It only shows the progression of the melody to students. From the progression of the music, students can understand the content and expressiveness of the work. Lenovo is not boxed in, it still gives students a broad space for imagination, and it also helps students imagine the content of the work more accurately. Moreover, when drawing pictures along with the melody, students are transformed from an observer to a participant in the music performance. The students' attention is more concentrated and the impression is more profound.

In addition, "graphic spectrum" can also enrich students' perceptual experience and perceive the basic structure of music from the repetition and changes of "graphic spectrum". There is a typical case below that can prove this function of "Graphic Spectrum".

Example: "Forest Waterwheel"

"Forest Waterwheel" is a popular orchestral piece composed by German composer Ellenberg. Some people have compared it with "In the Clock" "In the Shop" and "The Blacksmith in the Forest" are listed as three famous descriptive title pieces. The work is in rondo form.

The theme of Part A of the song is as follows:

1=G 2/4

5#4 | 5#454 5321 | 7 7 0 4 6 | 6 6 0 4 6 | 5. 5#4 | 5#454 5321 | 7 7 0 57 |

2 2 0 2 | 5. 5#4 | 5#454 5321 | 7 7 0 46 | 6 6 0 4 6 | 5.

5#4 | 5#454 5121 | 6 1 0 13 | 5 5 0 5 | 1. 0 |

Before each phrase The melody of continuous sixteenth notes is like the joyful rotation of a waterwheel, and the eighth notes with pauses at the end of each sentence are like small water splashes from the waterwheel. When the theme of Part A appears, the teacher uses his hands to demonstrate happy little splashes of different levels at the place where the pause sounds appear.

The mood of the first part of the music is cheerful, and the melody of the phrases mostly consists of continuous sixteenth notes, like a waterwheel turning and singing a happy song.

Therefore, the design of the "graphic score" is represented by a circle surrounded by four curves. The smooth melody of each phrase uses a coherent curved figure. The four phrases are drawn to form a circle with the surrounding curves, just like water. The round wheels of the car are interesting and vivid:

The second part of the music has a neat structure and is full of humor. The designed figure is " ", which is represented by the figure of a waterwheel and a bucket. . Draw a "water bucket" for two measures of melody, and four "water buckets" can be drawn for the first time the theme appears. When the melody becomes stronger for the second time, the graphic becomes thicker " ".

In order to let students have a preliminary understanding of the characteristics of the rondo form, the teacher presented such a fill-in-the-blank assignment during the final listening process:

Bird calls

Prelude ( ) ( ) ( ) Ending

Among them, the theme in brackets is the theme of Part A. Whenever this theme appears, the teacher will make a splash shape in the air with his hands and paste it on Small water splash pattern. The completion of this filling in the blanks allows students to clearly see at a glance that this theme appears three times, each time separated by a different melody, which intuitively allows students to perceive the structure of the rondo.

In short, the method of "graphic notation" is used in the classroom to teach songs and appreciate it. If it is fully designed and used properly, it can very well help students understand and feel. However, we also know that not all content is suitable for teaching with "graphic spectrum". "Graphic spectrum" more often requires careful design or step-by-step guidance by the teacher. Some teachers ask students to design a "graphic score" based on the melody, but this design requires some preparation, rather than directly asking students to design while listening to the melody. Because primary school students have not yet established their concepts of pitch and rhythm, and they are not clear about the basic progression of melody. Therefore, if we ask students to directly draw "graphic scores" along with the music, it will be ineffective if we want students to have individual perception and creative expression of the melody of the work. And I think that the perception of the characteristics of the melody can only be mastered through full listening. Only by being familiar with the characteristics of the melody progression can we design an image and appropriate "graphic score". And we also know that the time of a class is limited. It is impossible for students to fully listen in a class, especially longer music. This is also the limitation of using "graphic notation" in teaching to appreciate works, and it is also the limitation of the previous teaching. One of the reasons why I have never accepted "graph spectrum" teaching. "Graphic spectrum" teaching has limitations in cultivating students' individual understanding and creative expression, but it is still very successful to assist appreciation teaching through well-designed "graphic spectrum". I think whether the role of "Graphic Spectrum" is big or small depends on how our teachers use it and from what angle they view the efficacy of "Graphic Spectrum".