(1) Rhythm training can cultivate a good sense of music in primary school students.

Rhythm is the life of music. Only when primary school students master accurate rhythm and appropriate speed can they express music more deeply and vividly. Therefore, it is important to cultivate a good sense of rhythm in primary school students. When we watch live singing, when the singer reaches the emotional climax of the song, the audience can't help but clap and dance along with it, and the true feelings are revealed from the heart. When primary school students hear a song or piece of music, they can't help but clap their hands when their emotions arouse. Music rhythm is closely related to life. The unique rhythm and rhythm of people's various actions in life (such as walking, working, dancing, rowing, etc.) are often reflected in music, such as dance music, marches, lullabies, Barcarolle etc. When primary school students hear these music, guidance methods should be used to inspire their imagination. For example, when practicing marches, guide them to think of the People's Liberation Army marching in formation; when practicing lullabies, let them do the actions of patting a doll to sleep, etc., so that they You can quickly grasp the musical image of the music and better express the thoughts and feelings reflected in the music.

(2) Rhythm training can cultivate primary school students’ music memory

Music memory refers to an individual’s ability to remember, maintain, recognize and reproduce musical images. For example, when listening to and memorizing a simple rhythm, primary school students first perceive the sound, and then accurately record the rhythm they hear according to the length of the note, and then recall and compare the rhythm they heard to get the correct answer. Answer.

(3) Rhythm training cultivates the musical expression of primary school students

When primary school students hear the music they like, they will hum along with it, and they will be very involved even if they can’t sing well. High enthusiasm. They will also naturally make the first and most direct facial expression response to the music, making people move along involuntarily. What’s interesting is that different countries have different habits. Children in our country like to shake their heads from side to side, while children in Australia like to shake their heads up and down. Therefore, music is the most rhythmic art. The ups and downs of melody, the relaxation of rhythm, and the response to music are both innate and can be cultivated. Orff advocated eight rhythmic playing methods: clapping the hands with both hands, clapping the legs with both hands, clapping the left leg with the left hand, clapping the right leg with the right hand, clapping the right leg with the left hand, clapping the left leg with the right hand, stamping the left foot, stamping the right foot. When primary school students are doing rhythm training in class, they can also fully express themselves and demonstrate their musical expression through front-stage demonstrations, group cooperation, etc.

(4) Rhythm training cultivates the creative ability of primary school students

American educator Dewey proposed the idea of ??cultivating creative talents in the early 20th century. Music plays a very special role in cultivating people's creative thinking. Music is formed by the organic combination of rhythm, melody and harmony. Among them, rhythm is the pulse of music, the foundation and motivation of music, and music presents its life and existence through rhythm. Rhythm training can promote the development of the left brain. It plays a role in the balanced development of the left and right brains of primary school students. Ultimately, it will play a positive role in promoting the emergence of creative consciousness and the cultivation of creative ability in primary school students. Any substance that can make sounds can be used as a carrier for rhythm training. Language and movement are combined in teaching for rhythm training.

Cultivate primary school students' sense of rhythm and stimulate their interest in creating improvised rhythms independently. For example: for rhythm fill-in-the-blank exercises, the teacher writes out the unfinished rhythm, and the primary school students improvise to fill in the rhythm for the vacant measures. Primary school students use improvised notes to record rhythms while reading, etc., and use some lively and varied teaching methods. In a relaxed and pleasant environment, students have completed the rhythm training exercises. After a period of practice, students will take the initiative to With some improvisation, their musicality and creative abilities will emerge, develop and improve without even realizing it.

(5) Rhythm training cultivates primary school students’ interest in learning music

Before primary school students learn to sing songs, they systematically train the scattered rhythms in the music, making simple rhythms interesting and interesting. Complex rhythms visualized. The characteristics of rhythm training are: bright, lively, and interesting. We can use boring rhythms in diversified rhythm training to change the training method. It becomes a form of practice between students or teachers and students clapping their hands and stamping their feet. This can inspire primary school students of different levels to be interested in active practice and improve the efficiency of practice. Through interesting and diverse rhythm exercises, it can not only stimulate primary school students' interest in learning, but also improve students' attention in class, thus improving the teaching effect

3. Methods and steps of rhythm training:

(1) Establish awareness of constant beat

It is very important to establish awareness of constant beat during sight-singing. Because music is an auditory art, hearing plays a very special and important role in musical activities. This is what I do in teaching:

1. Hit every beat evenly

The speed of music is closely related to the image of the music. We also often find some tempo marks in song scores, such as medium tempo, medium tempo slightly faster, fast, etc. When you first start practicing, you can use a medium speed, not too fast or too slow. The students first tap to the teacher's speed, and then tap to the music. At this time, the difficulty will definitely increase, because the music mood of each song is different, and the speed of the music is also different.

At the beginning, the teacher can take the primary school students to do it together. After the primary school students can master it proficiently, the teacher can lead 1-2 sections, and then the students can complete it independently.

2. Walk in constant beat

Students listen to the music and walk in place according to the beat of the song. This teaching activity kills two birds with one stone. First, it allows primary school students to become more familiar with songs, and it also trains primary school students' ability to walk in constant beat. Stable constant beat and musical rhythm are the basis for the ability to use the speedometer to create new music.

When students clap with their hands or walk with their feet, primary school students are required to listen to the music carefully and try to control their speed in order to keep up with the beat in the music.

(2) Reading Rhythm

Rhythm is the soul and skeleton of music and an important part of music reading training. Learn new words and master the pronunciation, shape, meaning, reading, writing, speaking and application. Rhythm recognition requires primary school students to recognize and remember the shape, name, actual duration and actual sound effects of notes, and they must be able to use them in singing, sight-singing, listening, composing, and playing.

In music teaching, primary school students should not be anxious when training their rhythm, proceed from simple to difficult, step by step, to stimulate primary school students' interest in learning, use a variety of learning methods, and design a variety of teaching activities.

1. Start with simplicity when understanding rhythm

Commonly used rhythms are very simple, but very important. Once you have practiced simple rhythms, complex rhythms will become easy. The simplest rhythm is one beat per note, which is a quarter note rhythm. The specific training method for one beat and one note is to read the word "da" while tapping the beat with your hand. "The word "da" must be pronounced at the same time as the beat, not sooner or later. This is the beginning of a beat. The word "da" ends at the same time as the beat is closed. Example:

During practice, because It is two sections, very short, and requires primary school students to sing it in one breath, without arousing in the middle. Listen with your ears to see if the beats are even, and whether the two and a half beats are even. When clapping, the fingertips should be upward, and they should be serious and neat. The speed of the class or group should be consistent and should not be casual. It must be strict at the beginning. This is very important for primary school students to develop good study habits. When doing rhythm training, primary school students must not only listen to their own rhythm, but also pay attention to others and learn to listen. Start practicing at a medium speed, and after you have basically mastered it, you can practice at a fast or slower speed.

After practicing one note on one beat, you can practice two notes on one beat. That is, the rhythm of eighth notes, that is, one note in the first half and one note in the second half. This is also a concrete manifestation of the basic relationship of 2:1:

The practice method and process are the same as the previous one. .

After practicing two notes in one beat, you can use the rhythm of quarter notes and eighth notes to arrange different rhythms for training.

Example of music:

< p>Affected by inertial thinking, primary school students may initially read the rhythm of one beat and two notes into the rhythm of one beat and one note. Teachers should actively guide students to listen carefully to the sample reading and read the music examples carefully during rhythm training. Let primary school students develop a good habit of reading the music examples carefully, because some primary school students are very casual and read blindly without looking at the music examples, and students with learning difficulties may make mistakes even when they look at the blackboard and need the teacher's guidance. < /p>

Primary school students are also prone to errors when practicing two notes on one beat, that is, half notes: First, the duration of two beats is insufficient, and they may read the duration of one beat or one and a half beats. The speed is uneven, and the second beat is taken too early. Just think that two beats are enough.

2. Design a variety of music teaching activities to stimulate the learning interest of primary school students.

Everyone has the right to learn music in their own unique way, enjoy music, participate in various musical activities, and express personal emotions. It is necessary to organically combine the universal participation of all students with the development of different personalities and create a lively, flexible and diverse education. The teaching form provides primary school students with the possibility and space to develop their individuality. When primary school students always repeat "dadadada" for a long time, they will definitely feel boring and visually and auditory tired. At this time, teachers must design a variety of music teaching activities. To stimulate primary school students' interest in learning and attract primary school students' attention.