Body language is emotional communication through body movements and contact. Its significance lies in a silent language that expresses thoughts, feelings and behavioral intentions through the use of body movements. One of its characteristics is silence, and the other is movement. The seemingly silent body language is like an emotional powerhouse, which can profoundly express many thoughts and emotions that are difficult to express through vocal language.

Through long-term music teaching practice, combined with the age, physiological and psychological characteristics of primary school students and the requirements and characteristics of primary school music teaching, we have practiced and explored how to use body language in primary school music education, and we have concluded that: Conclusion: The use of body language is of great significance to improving primary school students' musical ability and developing their interest in music.

1. The role of body language in primary school music teaching

1. The use of body language can stimulate students' interest in learning, guide students to actively participate in teaching activities, and use nodding and clapping. Learning music through body language forms such as swaying, singing, and dancing is a valuable form of music classroom teaching. When students have not mastered various methods such as speaking, chanting, and singing, dancing body language is the most commonly used method of expressing their feelings. It can make students devote themselves wholeheartedly and express themselves to their heart's content. For example, when I was teaching the song "Singing and Smiling" to the sixth grade, I arranged "Happiness Express" sung by Sun Yue at the beginning of the class. First, let the students listen to it. The lyrics are thought-provoking and inspiring. I struck while the iron was hot and danced to the music. The students received the information I conveyed through their senses and showed eagerness to try. On this basis, I arranged to listen to it a second time and asked the students to sing along and dance with me. The atmosphere in the classroom suddenly became lively. The children's expressions were joyful and relaxed, and the simple rhythm made the children's bodies and minds enter music. With this foundation, I started the song teaching of "Singing and Smiling". This class went surprisingly smoothly, and the students also learned from the music. You can appreciate what happiness is, how to make yourself a happy person, and how to use singing to convey your inner happiness and joy to others.

2. The use of body language can enhance students’ understanding and expression of music

If music classroom teaching is a house, then body language is like a part of the house. A door through which the interior of the house can be understood. The creation of body language is not simply a performance for the sake of performance. It can provide material for music and express emotions. For example, when appreciating music, first of all, you can experience the emotion contained in the work and make a judgment on the emotion of the work. For example: joy, sadness, majesty, anger, tenderness, etc. Because body language is an expression of emotion, body language can be used to drive students' emotional changes in music appreciation teaching. For example: When I was teaching the song "Spring is Coming" to the second grade, I used facial expression rhythm to let the children experience the lively emotions of spring. When children sing, they can't get into the mood of the song all at once, so I asked the children: What expressions and movements do people have when they are happy? , the children were jumping and laughing so happily, I continued the topic: Are the children happy that spring is here? , everyone’s answer is of course happy! , I said: Then how should you use body language to express it? , seeing the children's innovative body language express the artistic conception of the song in a subtle way, I continued to go deeper. Now it is time for us to sing the song "Spring is Coming" with this happy emotion. The children's singing and accompaniment brought The singing voice in it is just as perfect, and the effect received is very good.

3. Use body language to strengthen students’ musical imagination and creativity

The primary school music subject is an effective carrier for cultivating students’ imagination and creativity, so while cultivating students’ innovation , can actively use body language to express students' imagination and creativity. The relationship between imagination and innovation is mutual and mutually reinforcing. Imagination is the prerequisite for innovation, and innovation is based on imagination. As a music teacher, you should start from your own subject characteristics, use body language, implement imagination, innovate education, create a new atmosphere, and allow students to perform boldly. The beauty of music is that everyone has their own feelings. When everyone listens to the same music, they will get different musical images. Therefore, when students learn music, they should feel, understand and be moved by music, so that they can immerse themselves in the wonderful and strange world of music.

Teachers can boldly let students move, play, practice, and perceive music in the classroom. At the same time, they can cultivate body language coordination skills, diversify students' thinking, and cultivate innovative personalities and abilities. For example, during the appreciation process, students are allowed to use body language to express the music content they feel, which not only enhances the students' image memory, but also allows them to clearly understand the content expressed in the work. The song "Axi Dances on the Moon" has a strong rhythm. I asked the students to listen to the music and then

create any body language expression rhythm that matched the music. The students were very interested and the rhythm they created Very novel and interesting, and the classroom atmosphere is very active. Students learned knowledge and had fun at the same time. I sometimes leave a few minutes at the end of class for students to play games. I will choose appropriate music that I have learned and let students do actions according to the songs and my requirements.

When the music sounds, students can create any movements in the classroom and move around at will; if the music stops, students can be asked to maintain the movements when the music is still, or they can use a designated movement to stay still, or even do robot movements. Do fast motion, slow motion, etc. Until the music starts again, continue to create actions, whether funny, graceful, jumping, or clumsy, and the classroom is filled with laughter. Students naturally follow the rhythm of the music when the music sounds and stops. Both parties completed the teaching tasks in a relaxed atmosphere, and also cultivated the students' physical creation ability and music perception ability. With regular practice, can students’ musical sensitivity be improved? In classroom teaching, we should focus on students, with teachers playing a guiding role and stimulating students' interest. Make full use of the characteristics of primary school students who are active and like games, so that they can actively participate in music activities and experience music from multiple aspects. Students should perform creatively through their own understanding of music. This not only provides students with opportunities to express their own strengths, but also exercises bold, brave, and lively characters. It changes the original restrained atmosphere of music classes and enables students to be inspired by beauty. Be infected and enjoy the beauty.

2. Strategies for using body language in primary school music teaching

1. Learn to sing songs with the help of body language

For first-grade students who have just entered school, in the The performance in music class is very passive. The teacher sings one sentence and the students sing the same sentence. The students are not very interested. For example: When teaching the song "Qi Duo Li" in the first-grade textbook, its lyrics were particularly difficult to remember. I used body language to help students memorize the lyrics. When the students first listened to this song, I followed the rhythm of the lyrics. For example, when I went up the hillside to pick up bamboo leaves, I did two actions. The students quickly understood it and also knew the difference between going up the hillside and picking up bamboo leaves. The expression of body language of each action really kills two birds with one stone. The students were very interested in singing and told me that they could use different movements to express the lyrics! When studying the lesson "Don't Trouble Mom Again", the students easily learned the lyrics, but they could never sing the emotion. I realized that I couldn’t explain it very profoundly to my second-grade children and ask them to sing it emotionally, because they wouldn’t understand. So, I let them put on their own clothes, fold their quilts, comb their hair, and put on their shoes and socks. Let them understand that these are things that their mother did for them during her busy schedule. Now that they have done it themselves, they can let their mother take a break. So the child said to her mother kindly (singing): Mom, please take a break! The students couldn't help but sang along affectionately, and the effect was very good! I quickly praised you and said that my mother would be very happy after listening to your singing! Then, let’s keep going! , now, I will be the mother, can you perform it again? They sang and performed at the same time, and the atmosphere was very good.

2. Appreciate with the help of body language

Suhomlinsky once said: The real wisdom of education lies in teachers protecting students’ expression and creativity and often stimulating them to experience learning. Happy wishes. To use rhythmic dance to promote auditory appreciation is to use movements to express music while listening to music, so that students' thinking is in an excited state under the control of movements. After eliciting students' emotional cries, students can be encouraged to engage in artistic innovation and arouse Sublimation of emotions, thus encouraging students to use various methods to recreate music. For example: when appreciating "Little Soldiers of the Prairie", I asked the students to listen to the changes in the song first. The students would say that the intensity of the singing was strong or weak, and I asked them what do you feel about this change? They also said that it seemed as if the horse was moving closer and then farther away.

In order to make them feel better