There are many ways to teach music. The most classic method is teaching, which is also the most commonly used method for music teachers. But there are many other teaching methods besides teaching methods, so we might as well learn them together.

Music teaching method

1. Teaching method

A teaching method that prompts teachers to impart knowledge to students through oral language. It includes: telling method and explaining method.

Advantages:

A. Music teachers have full initiative;

B. It is easy to grasp all the music knowledge and common sense in the transmitted music curriculum standards and textbooks;

C. enable students to acquire more systematic and coherent knowledge in a short time.

2. Demonstration method

Demonstration method is a teaching method in which teachers show teaching AIDS such as objects and pictures, perform demonstration singing and playing, or use modern audio-visual means to guide students to acquire perceptual knowledge.

3. practice method

practice method is a teaching method that requires students to complete certain actions or activities repeatedly under the guidance of teachers in order to form certain skills and skills and cultivate creative ability.

4. Talking method

Talking method is also called? Question and answer method? 、? Questioning method? It is a way for teachers and students to guide students to use existing knowledge and experience through mutual questioning, acquire new knowledge through reasoning, consolidate old knowledge and enhance memory. It includes: heuristic conversation and question-and-answer conversation.

5. Discussion method

Under the guidance of teachers, students inspire each other, discuss and debate, and express their own opinions in order to solve a certain problem in teaching.

6. Appreciation method

Appreciation method is a teaching method for students to experience the artistic expression of music works under the guidance of music teachers, so as to cultivate their emotions and cultivate their aesthetic sense.

7. Discovery method

Discovery method is also called? Exploration method? Are students using textbooks or materials compiled according to the discovery process provided by teachers? Rediscover?

a teaching method to master knowledge and develop creative thinking and discovery ability.

8. situational method

situational method is a teaching method that follows the principle of reflection theory, makes full use of images, creates concrete and vivid scenes, and arouses students' learning emotions.

9. Visiting method

Broaden students' horizons, and get education from real life, such as music performance and appreciation, music and sister art, music and related culture. The traditional music art activities and fixed-point visiting projects in each grade are limited by the economic and cultural conditions of the school.

1. Rhythm method

Develop students' ability to experience music through various sensory channels, and enhance the coordination of body movements. Learning the basic elements of music is mainly in the lower and middle grades of primary schools, and the space for teaching activities in other grades is not limited by the space for music learning.

11. Creation Method

To develop students' creative spirit and ability in music, improvisation and performance, under the guidance of teachers, have the characteristics of multidirectional, active and random, and it is difficult to control.

12. Game method

Develop students' sense of rhythm, coordination of movements, sensitivity, expressiveness and creativity to the means of expression such as music speed, strength and timbre. The imitation and creation of action images as the main content, and the low and middle grades of primary schools as the main content, are closely related to children's age, and are limited by age characteristics, teaching time and teaching environment.

How to carry out chorus training in primary school music teaching

1. Basic exercises

(1) Singing posture

Whether singing posture is correct or not directly affects the coordination of various organs, and the correct posture can make the vocal parts work normally. Correct singing posture: the body is naturally upright, and it is naturally relaxed and full of energy. The feet are slightly separated in tandem, focusing on the front foot, and the body is naturally stable; Keep your eyes straight, and your eyebrows, eyes and mouth should be in a positive state. The chest naturally stands up, the lower abdomen contracts, and the arms naturally hang down. The correct feeling should be as if a straight line is formed between the lower abdomen and the eyebrows, and the neck is connected with the back and waist, so that the breath can be unimpeded. When singing, you can give actions according to the inner feelings of the song, but the actions should be concise and generous, and avoid gilding the lily. [1]

(2) Breathing in singing

Breathing in singing is different from breathing in daily life. In breathing practice, I ask students to stand, each put his hand on the waist and take a deep breath, so that all students can inhale together, stay for an instant after inhaling, and gently? Psst? Breathe out slowly in a controlled way, and exhale gently, calmly, evenly and stretch.

2. In lively and interesting training, get to know the chorus and enter the chorus

(1) Get to know the chorus with vivid animal calls

The thinking characteristics of primary school students are mainly thinking in images, and gradually transition to abstract thinking, so they can easily understand and remember specific images. According to the psychological characteristics of primary school students, I make full use of the familiar sounds in students' life to inspire students to associate interesting animal images, and then imitate the sounds of animals to achieve the purpose of harmony. For example, children like animals. I ask students in class: Have you ever heard a chicken crow? And let them learn how to crow. The students are very happy to learn chicken? Ji Ji? The cry. Ask again? Have you ever heard a duckling crow? Let them? Hey, hey? Learn to duck and ask again? Have you ever heard chickens and ducklings crow together? Then inspire the students to say that the chick and duckling are solo and chorus at the same time. This? Swimming widowed? Students know the chorus vividly, and initially have the association of chorus in their minds. When teaching singing, I divided the students into chicken group and duckling group, and asked them to practice transposition with me according to the vocal music: < P > During the training, I asked the students to attach great importance to my gestures: one hand represents the chicken and the other hand represents the duckling. Alternate hands, or split or close, to guide students to practice repeatedly. Through such teaching singing, students initially have the impression of harmony.

at the same time, I told the students: Is the cry of an old duck as different as that of a duckling? And let them learn separately. After the students finished learning, I told them that both the old duck and the duckling were called chorus. It is also a chorus for the old chicken and the chicken to scream together. In this way, the concept of chorus in students' minds is generalized.

In order to keep the pictophonetic words of the two parts consistent from top to bottom, I further adapted the piece as follows:

This piece of music requires students to sing lively, brisk, flexible and fast. Singing in this kind of study can enliven the atmosphere and students are very interested.

(2) Combine melody tone with harmony interval in an intuitive way

According to the psychological characteristics of primary school students, I pay great attention to training them with melody tone and harmony interval in intuitive ways and means that they can see and touch. I prepared some roll-call cards, such as the first and third notes on the piano, so I showed these two cards and asked the students to sing 1 and 3 together. Then I showed two cards at the same time and asked the two groups of students to sing in chorus. As a routine training method, this method is widely used in chorus teaching in lower grades.

meanwhile, I put the scale gesture? Kodaly teaching method? Applied to teaching, it has played a very good auxiliary role. This method uses seven different gestures to represent seven different roll names, and shows the relationship between the high and low sounds in visual space with the position of gestures, so as to help beginners form a correct concept of pitch. In specific teaching, I first tell students what various gestures represent, and then practice singing with piano sounds and gestures. On this basis, I played the piano and made gestures, so that students could practice listening and singing by listening and watching gestures, thus combining the abstract pitch which is difficult for primary school students to understand with visual gestures, resolving the difficulty and achieving the combination of vision and hearing.

After these exercises, I pushed forward further, only giving students a fixed pitch to leave the piano and watching the gestures sing the interval. The specific way is to practice singing melody tone first, and then singing the harmony. I divide the students into two groups, A and B, and my right hand and left hand command one group respectively. When my left hand makes it? mi? Gestures, group a will sing together? mi? ; Right hand to make? do? When you gesture, Group B sings? do? ; When both hands make different gestures at the same time, the two groups sing their own sounds at the same time, thus forming a chorus.