Question 1: How to solve the "weak section"? Class 5 (1) class today is learning the song "Home on the Pasture". This is an American children's song that praises their home on the ranch. The teaching requirements mentioned in the teaching guide are: when teachers sing, they should pay attention to the rhythm of the weak starting beat and the ventilation area. During class, I deliberately do not use too academic language to explain the weak beats. I just let students feel the relationship between strong and weak beats through model singing. I have found that students have no problem grasping the meaning of the weak measure, but they are always less accurate in terms of the tightness of the music. This is also a rather depressing question for me. As music teachers, we have been influenced by the sense of music since we were young, and we don’t like to hear out-of-tempo or slow rhythms. But when this problem occurs in students, how to solve it? Music terminology explains it this way: Generally speaking, most songs (music) start from a strong beat, but we also often see that some songs (music) start from a weak beat or a sub-strong beat. A measure starting from a weak beat or a sub-strong beat is called a weak attack measure. The final ending measure of a song (music) with a weak starting measure is often incomplete, and the number of beats added together is exactly equivalent to a complete measure. The music starts from the weak part of the beat (the weak beat or the second half of the beat), which is called "weak attack music" or "weak attack". The part before the first bar line of a soft attack piece is called the "soft attack measure". The weak attack can be used both in the music and in the phrases in the middle of the music, which is called "the weak attack phrase". A weak section is an incomplete section or an incomplete section. A piece of music that starts with an incomplete measure usually ends with an incomplete measure. The sum of these two incomplete measures equals a complete measure. When counting the number of measures in a piece of music, it starts from the first complete measure. I also found some ways to solve weak sections on the Internet, hoping to use them in class. It is more difficult for primary school students to master weak sections. Everyone can communicate and learn from each other's teaching experience. 1. Let students listen more and focus on feeling the phrases with weak starting bars; then use movements to feel which word the heavy beat of this phrase begins. 2. First count the missing beats of the incomplete measure, and then integrate the music into it when the time comes to sing. This will make it easier to master. Use the "forebeat entry of the next beat measure" method. Let the students not sing the weak upbeat measure first, but directly sing the upbeat measure. After the students are familiar with singing, they can add the weak upbeat measure. In fact, there are many ways to solve the "weak section". I think the breathing prompt method is also possible. Yes, let's try it in class in the future!

Question 2: How to correctly grasp the beat of the weak section. The weak section in music is an incomplete section. One part of it is at the beginning of the music and the other part is at the end of the music. For beginners, it is easier to master by first counting the missing beats of the incomplete measure, and then integrating the music into it when the count is reached. Generally speaking, most incomplete measures start from the second half of the measure, or from the last half of the beat, so the rhythm of the electronic keyboard generally chooses to enter on the upbeat of the next measure. Generally, automatic rhythm accompaniment is not used for weak attack measures.

Question 3: How do I beat the weak in Sibelius7? I also want to do sight-singing. There are four questions on one page. After finishing one question, how can I start another horizontal question for the second question? 1: For weak start, you can refer to the method mentioned in "sibelius 7 Reference Guide.pdf".

2: After finishing a question, click the bar line of the last section of the first question and press Enter.

3: If you want to cancel all section numbers, you can:

Appearance - Engraving Rules - Section Number - No Section Number

Question 4: I wrote it myself I can sing a song, but I can’t draw the bar lines when writing simplified music! What's wrong? I don't know where to mark one. Please tell me. There are various different beats in the measure: 4/4, 3/4, 2/4, 6/4, 3/8, and 6/8.

That is to say, a quarter note (or eighth note) is used as one beat, and each measure has x beats, depending on the different music. The rhythm of each stroke is different. For example, 4/4 beats are strong and weak Second, strong, weak, etc.

So please draw the bar lines according to your own needs. Of course, there may be weak bars, etc.

At the same time, it seems that you don’t know much about music theory. I would like to remind you to pay attention to whether the music complies with basic music theory, such as section division, key and variation of the music, beat, etc.

I hope my answer is useful to you

Question 5: How to play in music Implementing teaching objectives in classroom teaching Music teaching work plan summary: Music teaching work plan 1. Guiding ideology Comprehensively implement the party’s education policy to enable students to develop in all aspects morally, intellectually, physically and aesthetically. Music classes are part of aesthetic education. We should focus on cultivating students' ability to sing and feel music. Through the artistic image of music, we should cultivate students' lofty ideals, cultivate their sentiments, enlighten their sentiments, enlighten their wisdom, promote the development of children's physical and mental health, and promote the construction of socialist spiritual civilization. To play an important role in the new generation of socialism,

Music Teaching Work Plan

. 2. Analysis of academic situation: This semester I am honored to be a music teacher in the Central Primary School, serving as a music class for grades 1-5. Through the exchanges with students, I found that students still have some shortcomings in some aspects: 1. 2. 3. The songs in the grade are all single-part songs, and it is more difficult to sing two-part songs. The two parts are effective when sung separately, but it is difficult to coordinate and unify them together. Therefore, practice more. 2. In terms of singing, sight-singing and listening exercises, most students have a certain foundation, but there are still four or five musical underachievers in each class who are tone-deaf. We need to give these students more care and love so that they can They will like music as soon as possible, make them happy, and take off the hat of "music blindness" as soon as possible. 3. In terms of appreciation, most students are busy and are not familiar with or know little about the main melody of the track. If students do not know the beauty of music, it will be difficult to stimulate students' emotions to appreciate music, and the expected purpose will not be achieved. Therefore, students need to be familiar with the melody first and then appreciate it. Three teaching tasks: 1. Learn all the songs in the textbooks, and through the singing of the songs, make students love the motherland, love the people, love labor, love learning, love science, love nature, and love life more. 2. Learn the following music reading knowledge: weak measures, tempo marks, and syncopation across measures. 3. Earnestly complete the comprehensive training after class. Through practice, students will gradually improve their ability to create and fill in melodies, and gradually learn to distinguish whether the three *** are correct. 4. Give a good appreciation class, expand students’ horizons through appreciation, and powerfully infect and inspire students with the artistic image of music. While giving a good appreciation class, we should carefully introduce the "wind instruments" and "percussion instruments" of national musical instruments to improve students' national self-esteem and pride. We should also introduce the life stories of world-famous musicians Mozart and Xian Xinghai, and learn from their tenacity. The fighting spirit of hard work. Four: Work measures 1. Prepare lessons carefully, study the music syllabus carefully, fully understand the teaching tasks of this semester, prepare teaching materials, prepare students, and prepare teaching methods. The teaching objectives are clear and the key and difficult points are highlighted. 2. Pay attention to class. Classroom is the main position for teachers to complete teaching tasks. Improving the quality of classroom teaching is the main means to complete teaching tasks. Classroom teaching strives to have clear ideas, rigorous structure, conform to students' cognitive rules, and make teaching vivid and vivid to stimulate students' learning. interest. 3. Actively participate in teaching and research activities in the group, listen to more classes from fellow teachers, learn from their strengths, and continuously improve your business and teaching abilities. 4. Actively and boldly use modern audio-visual equipment to increase teaching capacity and improve classroom teaching effects. 5. Closely contact students, often solicit students’ opinions on teachers, constantly improve teaching methods, improve teaching effects, and strive for a large harvest.

Question 6: How to carry out scientific and effective music classroom teaching design. With the continuous deepening of the implementation of the new curriculum, basic music education and teaching have seen unprecedented prosperity. How to carry out scientific and effective music classroom teaching design, so as to Promoting the comprehensive and harmonious development of primary and secondary school students' body and mind is a problem that our basic education workers often face.

We know that teaching is a purposeful, planned and organized activity of two-way interaction between teachers and students. Therefore, before the implementation of teaching activities, according to certain purpose requirements, selecting the correct content, formulating methods and strategies in advance, and designing carefully are the first tasks we must clarify - teaching design. In this sense, design and teaching are inseparable, and it can even be said that they are innate. It's just that this kind of design will show differences due to the differences in each teacher's educational philosophy, knowledge level, quality and ability, experience, teaching conditions and working environment, etc. Secondly, we need to know what content is included in music teaching design? The music teaching design process is a comprehensive process, which mainly includes: determining teaching goals, understanding the actual characteristics of students, selecting and formulating teaching methods and strategies, evaluating and reflecting on teaching effects, etc. Furthermore, when conceiving the design of the music teaching process, we should also consider several factors. In terms of time, there are: academic year, semester, unit and class design. Tasks include: teaching objectives, learning tasks, learning effects, etc. In terms of form, there are: teaching methods, teaching methods, organizational forms, etc. In terms of conditions, there are: teaching environment, humanistic environment, teaching equipment, technical means, etc. What we are talking about here is the teaching design of music classes, which is a specific teaching plan designed by teachers on a class-by-class basis after preparing lessons, also called lesson plans. It usually includes topics, classes, class hours, academic situation analysis, design ideas, teaching objectives, teaching material analysis, teaching focus, teaching difficulties, teaching preparation, teaching process, blackboard design, teaching reflection, etc. The writing formats for teaching design include detailed cases, brief cases, table formats, and manuscript formats. Below, we will discuss several main contents in classroom teaching design.

1. Determine the teaching objectives.

Teaching goals are the starting point and destination of teaching. Teaching goals are expected student learning outcomes, that is, teachers pre-set the standards that students should achieve after completing this lesson. Therefore, teaching objectives should state students' learning results rather than stating teachers' goals, such as guiding students..., cultivating students...making students...etc. Music teaching objectives are a system composed of a series of teaching objectives of varying sizes and levels. It includes several levels such as the overall goal of the music subject curriculum, semester (or grade) teaching goals, unit goals and class teaching goals. Each subordinate goal is the specificization of its superordinate goal. We all know that the current music curriculum standards are stipulated in a combination of guidance and instruction: the setting of music curriculum goals is based on the realization of the value of music curriculum. Through teaching and various vivid music practice activities, students are cultivated to love music, develop music perception and appreciation abilities, expression abilities and creative abilities, improve musical cultural literacy, enrich emotional experience, and cultivate noble sentiments. The above course objectives are embodied in three levels: emotional attitudes and values; processes and methods; knowledge and skills.

Now let’s focus on the teaching objectives of the class, which are the teaching objectives in lesson plan design. Its basic characteristics are: specificity, operability, flexibility in goal design and timeliness in goal realization. Teaching objectives play a guiding role in teaching design, that is, teachers must consider teaching objectives when selecting and adopting all teaching behaviors, teaching steps, teaching methods and preparations. Let's analyze it based on the lesson examples:

For example, in the human-voice version of the first-grade music textbook "The Grassland Is My Home", the teaching goals are determined to be:

1. Through learning songs and Mongolian The basic movements of dance enable students to feel the characteristics of Mongolian folk songs and Mongolian folk culture, and stimulate students' interest in Chinese national music.

2. Through listening, perception, dancing and other methods, students can sing songs accurately, neatly and emotionally, and can compose their own movements to express music.

Another example is the fourth-grade art textbook "Little Cheerleaders" published by Educational Science Press, which determines its teaching goals as:

1. Instruct students to sing songs with *** and cheerful emotions. , educate students to learn to be happy and civilized little cheerleaders.

2. Cultivate students’ sense of teamwork and collective honor by learning and singing songs.

3. Master the singing method of weak verses in songs, and cultivate students’ musical perception and creative composition abilities.

The above two lesson examples are comprehensive lessons focusing on song teaching. They emphasize the students’ learning results rather than stating the teacher’s goals. They only provide guidance for teachers in teaching design... .>>

Question 7: Kindergarten music lesson plan "How I Grow Up" 1. Teaching content: Performance of "How I Grow Up"

2. Teaching objectives:

1. Deepen students’ understanding of triple beats through vocal exercises and allow students to experience the harmonic effect of two parts

2. Be able to sing the entire song emotionally with one part

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3. By learning and singing this song, students can feel the greatness of the teacher

3. Teaching focus: mastering the dotted notes and weak sections in the song

< p> 4. Teaching difficulty: Let students feel the harmonic effect of two parts

5. Teaching process:

Performance of "How I Grew Up":

Preparation: This is an episode from the film "Smile in Candlelight". The song has a beautiful and lyrical melody and concise meaning. It uses the image of "little tree" to express the true feelings of children who are not afraid of difficulties, wind and rain, and grow up happily. The song is in 2/4 time, palace mode, and two-part structure. The first flat section*** has four symmetrical phrases. The first phrase has a steady melody and uses a friendly tone to express emotions, expressing the innocent and lovely image of a child. The second phrase starts weakly and enters into a big octave jump in the music, which further strengthens the children's eager desire to grow up quickly. The third and fourth phrases are the melody progression of the first two phrases.

1. The lyrics of this song seem very simple, but they are very philosophical. Therefore, students should be guided to understand its profound meaning in teaching. Combined with the heroic footprints shown in the previous works, we provide students with quality education with moral education as the core. ?

2. The melody of this song is in three beats. When learning to sing, students are required to use the three-beat command pattern to sing and beat. Slowing down and learning in two sections usually won't be too difficult. ? 3. Two-part chorus is somewhat difficult and should be handled with caution when teaching. If you have difficulty, you can reduce the difficulty appropriately. For example, changing the third sound of the first sound of each sentence to the same degree may make it easier. ?

4. When performing the song, pay attention to the tone of the lyrics, such as questions and answers, especially the fluency of the three beats and the harmony of the two parts. ?

5. Discuss on the basis of students’ understanding of word meanings, and talk about “how to grow up”?

Question 8: How to write a theme activity lesson plan 1. Design Intention, can also be teaching material analysis

2. Activity goal

3. Activity preparation

4. Activity process

If necessary , you can also add a fifth point: activity extension.

In educational and teaching activities, the formulation of activity goals should be determined based on class hours, activity preparation (omitted), and the activity process must first grasp the key points of teaching difficulties: teachers must be proficient in teaching content before preparing lessons, so that Only in this way can the teaching difficulties be identified, so that key points can be formulated according to the goals. For example: teaching songs, if you want children to learn a song, the first thing to overcome is the key points and difficulties of the song. For example: rhythm patterns that have not been seen before, dotted notes or rests or weak measures, etc. Only by solving the difficulties in teaching can the teaching purpose be achieved.

There are many ways to teach poetry, including teaching in sentences, teaching two sentences, or reading the whole poem. It depends on the acceptance level of the children in your class and the experience of the teacher. Consolidation review is done in groups. , individual, collective or teacher-student interactive games and other forms.

There are many ways to end the part. There is no fixed pattern, but there are generally