In the classroom teaching of music and art classes by Hu Junshan in Ji'an County No. 2 Middle School, we often find such a phenomenon: a music class is full of fun but not enough image; while an art class is It's quiet but not lively. In order to better activate the classroom teaching atmosphere and promote the development of students' image thinking, divergent thinking and creative thinking, I try to explore the complementarity of art and music in classroom teaching. As early as 1970, American music educator George. Romanov advocated a musical background memory method, that is, learning, creating or memorizing in the sound of music. Practice has proven that teachers reciting English texts to the beautiful melody of classical music can improve students' memory by 10 times, and they can master more than 2,000 words in 72 hours. After repeated experiments, George Romanov concluded that music can directly stimulate brain nerves at any time, cause excitement, and thus generate creative inspiration. From this, I believe that when art classroom teaching is combined with music, music can change the dull atmosphere of art classroom teaching with its bright melody; while art, with its clear pictures, can also enhance the image of abstract musical language. I once conducted a sample survey of the students I taught and found that more than 90% of the students were full of curiosity and interest in abstract painting, but they found it incomprehensible and somewhat confusing. This reflects that contemporary middle school students are curious, imaginative, and creative. Strong and eager to know more about modern Western culture and art. So I chose the appreciation of abstract paintings as my initial attempt to teach. Abstract painting has rich and diverse forms of expression, strong visual impact and a sense of reality. However, because it transcends the depiction of objective reality and consists of pure painting language: points, lines, surfaces and colors, students are curious and puzzled. The appreciation of this content has its unique role in high school art appreciation classroom teaching. This is because the appreciation of abstract paintings has its own unique value: First, the appreciation of abstract paintings has different methods and thinking from the appreciation of classical figurative paintings. , students not only get a strong visual impact when appreciating, but also can freely use associations to fully display their personality, which is a comprehensive manifestation of aesthetic ability and innovation ability; Secondly: the appreciation of abstract paintings is also a test of students' emotional experience and rich imagination , it can stimulate students' rich emotions and imagination, and then trigger their understanding of life, allowing students to have spiritual communication with the pictures while improving their aesthetic ability and taste. But there are still debates among experts about how to appreciate abstract paintings, let alone students, who don't know where to start. So we decided to try to interpret abstract paintings from the perspective of music, aiming to teach students a method of appreciation and a concept of appreciation. After careful analysis of the teaching materials and repeated consideration, we believe that the focus of this class is to familiarize students with abstract painting and understand that abstract painting is like music, not through the appearance of things, but through various basic colors and through the regulations of form. Reflect and express people's inner feelings. ,The difficulty is how to correctly grasp the intrinsic ,relationship between music and abstract painting. Students in the first year of high school have only learned about the appreciation of art works for half a semester and are still in their infancy. They often appreciate paintings based on their similarities, and their appreciation of music is mostly based on pop music. How to organically combine the two into one class? Combining the characteristics of high school students in this period, we try to create an art class that combines music and art from a new perspective starting from the students' appreciation level, elegance and vulgarity. Therefore, we have set the following teaching goals: 1. Knowledge and skills: be able to use the elements of music to appreciate abstract paintings, and be able to create abstract paintings through the feeling of music melody and rhythm. 2. Process and method: In the process of choosing appropriate music to interpret abstract paintings, through feeling, appreciating, and comparing music and abstract paintings, you can understand the unique elements of their expression techniques and try to create abstract paintings. 3. Emotional attitudes and values: Be familiar with abstract painting, understand the reasons for its production, improve your appreciation ability, give full play to the role of mutual assistance and collaboration among classmates, and actively participate in abstract painting practice activities. In terms of the design of the teaching process, we first let students experience the unique visual experience of abstract paintings through two concrete and two abstract art works. Then combined with background stories, music and pictures, students can understand the two forms of abstract painting-hot abstraction and cold abstraction. Then, two abstract paintings are presented, allowing students to experience the emotions of the pictures, and then choose music from the music menu that they think is more consistent with the emotions of the pictures, and state the reasons. Finally, there is the students' free creative activities, which is also the highlight of the whole class. After listening to a piece of music, students can understand the basic elements of music such as speed, intensity, rhythm, and pitch fluctuations, and then express the emotions in the music on the picture. Throughout the teaching process, we use multimedia courseware demonstrations to create a specific, vivid, and vivid learning situation for students, allowing students to effectively discuss, discover, appreciate, evaluate, and practice under the continuous inspiration of specific situations, so as to Unconsciously, I mastered a new way of appreciation. During the teaching process, I set the breakthrough point as: to experience the artistic charm of abstract painting by associating the elements of music with abstract painting.

Two links are briefly introduced, which also pave the way for solving important and difficult points: (1) The formation process of cold abstraction "Mangrove" is an early work created by Mondrian influenced by Van Gogh's painting style. In "Ashe Tree", only the exploration of reasonable spatial order is left. In "Blooming Apple Tree", the tendency of abstraction becomes more and more obvious, so that the image of the tree almost completely disappears in the network line structure. The emergence of Cubism made Mondrian turn his attention to the study of geometric abstract art. He gradually eliminated curves in his paintings until his paintings were completely composed of horizontal lines and straight lines. Through four works of Mondrian from different periods, we can understand the transformation of his painting style and the formation process of cold abstraction. (2) Appreciation of "Blue Sky" is based on the practice of the previous cold abstract painting. Students can tell that this painting is hot abstraction as soon as it appears. Compared with the previous painting, let us first introduce the characteristics of the painting style of "Blue Sky". We then asked students to try using the music menu to choose music that reflected the emotion of the picture.