1. Recognizing rhythm from life and rhythm

From an aesthetic point of view, rhythm and rhythm belong to two related categories of formal beauty. The so-called rhythm refers to the orderly and continuous changes in the movement of things; a certain subjective sentiment incorporated into the rhythm constitutes rhythm. Teaching rhythm and rhythm refer to the change, order and charm of the teaching activity process.

The process of rhythm teaching is an artistic and dynamic process, and its rhythm is mainly reflected in the changes in teaching activities. This is like a good lesson, like a piece of music. The melody is ups and downs, the syllables are sparse and dense, the rhythm is clear, and the tone is harmonious, which will make people intoxicated. An educator said it well: "A good lesson is like a prose poem, with the charm of succession, transition and closure." It is true that classroom teaching has various contrasts and transformations such as relaxation, opening and closing, movement and stillness, details, shades, discontinuities, virtuality and reality. , coordination, forming a strong sense of rhythm, and thereby transforming the students' psychological rhythm, causing the students' souls to sing, thus receiving the expected results.

Many students think that beat is rhythm, which is a wrong understanding. Only by allowing students to distinguish the relationship between beat and rhythm can they master the rhythm correctly. If you simply tell students the concept, it will be difficult for them to understand its meaning. In teaching, I use a relatively intuitive teaching method, putting melody, rhythm, and beat together for students to identify. Then instruct students to beat the beat using the tapping method and pronounce the rhythm with words, so that students can easily separate the beat from the rhythm, which is also conducive to rhythm training.

So how to deal with the rhythm and rhythm of classroom teaching? In life, our walking, running, reading, speaking, etc. all have rhythm, but all of these have become our habits. If they are extracted, they are the rhythm or music of life. For example, in "Lullaby", while the mother is coaxing the baby to sleep, the musician refines its rhythm and adds the pitch to form a euphemistic and beautiful melody. For example, aren't children's songs such as "Clapping Game", "Di Li Di Li", "Jingle Bells", "Flowers and Boys" all based on rhythms and compositions in life? They are all artistic expressions of the rhythm of our lives and art that beautifies our lives. It can be seen that music comes from life. We also need music in our lives. Without music, the world will no longer be colorful.

2. Perceive the rhythm from easy to difficult

Nowadays, many junior high school students can still cope with listening to simple single notes, intervals, and chords, but they are a little unable to listen to rhythm and melody. . I analyzed the reason. The main reason is that most students do not have a relatively clear concept of rhythm patterns in their minds. The simple rhythms on the second and third beats can barely be heard, while the slightly more complicated rhythms on the fourth and fifth beats sound a bit difficult. Seven beats are difficult to understand. If you tap out the rhythm of eight beats and then ten beats in a row and ask them to imitate it, there is a high chance that it will get messed up. As for melody imitation, it is even more chaotic. In view of this, rhythm training for junior high school students should still start with the most basic rhythm patterns, so that students can understand the duration of each rhythm pattern and how many notes there are in a unit beat.

There are many ways to practice rhythm, but the most commonly used method is to complete it simultaneously with the help of mouth, hands, feet, etc. For example, chant "Da——Da————" with your left hand and hit the racket with your left hand. Pay attention to keeping the time, don't rush the beat, and remember to keep the consistency of the speed; you can also point the ground with your toes: "', '," and pay attention. Consistency in duration. After a period of training, after mastering common rhythm patterns, a fixed pitch can be added to the rhythm pattern, and the students can play or sing in the form of a melody, allowing students to memorize the rhythm in the melody. Once you have mastered the rhythm, you can easily pick up the melody. Such long-term training will not only improve your sight-singing level, but also your ear training level. It is especially helpful for cultivating your music memory ability.

Mastering the basic forms and time-value relationships of rhythm patterns is only the first step in rhythm training. The key is to let students master the first concepts of rhythm duration and rhythm length, and use sound to directly express the sense of rhythm. The second step is to slowly remove the onomatopoeia on this basis. That is to say, while keeping the duration and rhythm length, no sound is made in the mouth, or no sound is made when the toes are pointed, and the rhythm and rhythm are struck with the hands. Recite the rhythm silently instead of reading the rhythm orally, and understand the learned rhythm pattern from a perceptual perspective. When practicing, you should tell your classmates that this is a step-by-step process. You should not rush or rush for time. Especially for beginners, it is unreasonable to suddenly abandon the sound and switch to hand tapping and silent chanting. One way to test whether the students in the class have fully mastered the rhythm of hand-tapping silent chanting is to use a Solitaire game, which can be rotated in units of beats or measures.

Repeat this cycle repeatedly, practice many times, and achieve seamless connection under the guidance of the teacher. During the training, every student should know which note of which beat he is singing, the length, strength, etc. of the note. While chanting or silently singing the part assigned to you, you should also silently sing the part assigned by others, so that you can catch up with the answer organically. In addition, students must be able to correctly hear the rhythm patterns they have learned from different rhythm patterns. The most difficult part of rhythm training is to use correct notation to quickly record the combination of the learned rhythm pattern and other rhythm patterns. If you can chant or sing silently correctly and accurately record the rhythm pattern of the chant, you have fully achieved the purpose of rhythm training.