1． Judging from the origin of my country's school music education, the content of my country's traditional music education is Western music works

1. Gardner believes that in order to understand children's artistic development, we need to understand the three major systems in the life process. These three major systems are: (production system, perception system, and feeling system).

2. The two kinds of dependence on the expressive nature of kindergarten music works are the dependence on form and the dependence on reproduction. 3. The three stages of children's artistic development are: (0-1 years old) pre-symbol stage, (2-7 years old) symbol application stage, (after 8 years old) continued progress and possible regression stage.

4． The syntactic elements of music are melody, harmony and rhythm. 5. The two aspects of rhythm are beat and pattern.

6. Two aspects of children's sense of beat are co-beating and the strong and weak rhythm of the second and third beats. 7. The non-syntactic factors of music are timbre, texture, speed, structure and dynamics.

1． Three types of body movements in young children are non-moving movements, moving movements, and moving movements with objects.

2. Non-moving actions can be explored from four aspects, which are awareness of body parts and wholes, space, layers, and weight. 3. The vocal range that a 3-4 year old child can reach is d1-b1. 4. The vocal range that children aged 4-5 years old can reach is d1-c2. 5. The vocal range that a 5- to 6-year-old child can reach is d1-d2.

6. Two types of song improvisation are composed lyrics and spontaneous singing. 7. Children's music creation form is improvisation.

8. Key experiences in music production include movement production, singing, and playing. 9． The original knowledge in children's music learning is content other than music sound. 10． The most important feature of music reproducibility is its connection with children’s life experiences.

11． Two constraints on the effectiveness of young children's music perception are perception in action; the content of perception points to the style of musical form. 1． The main orientation of kindergarten music curriculum goals is expressive goals.

2. The four levels of preschool children's music curriculum goals are music curriculum goals, age stage goals, unit goals, and specific activity goals. 3. The standards for organizing the content of preschool children's music courses are continuity, sequence and integration.

4． The four basic questions in the evaluation of kindergarten music courses are what to evaluate, who to evaluate, why to evaluate, and how to evaluate.

5． The types of musical skills of preschool children include body movement music skills, vocal expression music skills, percussion music skills, and improvisational music skills. 6. The two purposes of using paving techniques in kindergarten music teaching are to pave the way for musical aesthetic experience; to pave the way for life experience itself. 7. The two ways to pave the way in kindergarten music teaching are to pave the way around the purpose; to pave the way from a comprehensive perspective. 1． The age goal of rhythmic experience has a stable beat; a dense and dense rhythm pattern.

2. The two types of music materials with separated rhythm and beat are nursery rhymes and regular games; songs with one word and one note and lively style.

3. The three types of music materials used in learning percussion instrument timbres are sound materials for percussion instrument performance; sounds in life that can be simulated by percussion instruments; and improvisation of percussion works.

4． The four types of musical materials used in learning the human voice are audio materials for distinguishing speaking, singing, whispering and shouting; stories; songs; and sounds for identification. 5. Age targets for style experience include lullabies, dances, and marches.

6. The musical characteristics of marches are even-numbered beats, distinct rhythms, prominent heavy beats, and neat structures. 7. The two types of marches are the more elegant marches and the more noisy marches.

1． Production system: The product of the production system is action, and action is directed to a goal, not just a simple physical movement.

2. Perceptual system: The product of the perceptual system is recognition. From the perspective of music learning, it is the identification and confirmation of various musical forms and styles. 3. Single-note rhythm pattern: A single-note rhythm pattern consists of only one or two notes.

4． Reproducibility of musical works: Syntactic and non-syntactic forms in musical works are mainly used to describe or portray the nature of objective reality such as people, objects, places, and events.

5． The formality of musical works: Musical works involve composition or improvised musical design composed of syntactic and non-syntactic factors. 1． Story-telling songs: Refers to the kind of songs with storyline content in the lyrics.

2. Music improvisation: It is a form of music production in which one or more people interpret, perform, and create a musical work spontaneously and simultaneously.

3. Lyric creation activity: It is an activity that takes advantage of children's language development ability before their musical ability, and promotes the automation of voice control ability by mainly using the psychological energy of singing to compose lyrics.

4． Spontaneous singing: Children hum a melody that revolves around a simple tone based on a very familiar song fragment or a simple word, or without words.

5. Receptive system: The result of the receptive system is emotion. From the perspective of music learning, this emotion can include any emotional and emotional response of the child.

1. Kindergarten music curriculum goals: It is a means to achieve kindergarten education goals. It is the sum of various music education activities that help children gain musical experience and promote the harmonious development of children's body and mind.

2． The content organization of preschool children's music courses: refers to the proper organization of selected course content elements into a kindergarten educational activity structure under the guidance of music values, so that the educational activity elements can generate synergy in the dynamically operating educational activity structure system, so as to effectively Achieve the goals of kindergarten music curriculum effectively. 3． Musical skills: refers to the expression of the perceived reproducibility and expressiveness of music that conforms to the characteristics of music form, that is, musical ability.

4. Skills: refers to the ability to perform body movements, throat muscle control, percussion instrument muscle movements, etc. They themselves may have nothing to do with music. 5. Imagery: It is an image manifestation formed by imagination, through perception, representation and emotional unity.

1. The expressiveness of musical works: the expressive nature of syntactic and non-syntactic forms in musical works on human emotions and emotions.

2． Spontaneous singing: generally refers to children humming a melody that goes around a simple tone based on a very familiar song fragment or a simple word, or a song without words. Many of these melodies are considered It’s a scale song. When the child's body keeps swaying, the tunes of these scale songs match up or down.

5. In-line dance: refers to a group dance with two in-line formations as the basic formation. Short answer questions

1. The two emotional states that music can express are:

Answer: (1) express emotions that are closer to human speech tones, movements and gestures;

(2) express the meaning of life a wide range of emotions.

2． What are the opportunities for improvisation:

Answer: (1) The development of timbre exploration activities;

(2) Entering the transfer stage of musical thinking; (3) Music creation.

1. Briefly describe the theme of the musical content of "Swedish Rhapsody":

Answer: Section A shows the scene of farmers carrying working tools to the fields, then watering, loosening the soil, and then returning home;

Segment B shows the scene of the seedlings growing vigorously and playing with their companions;

Segment A' also shows the scene of farmers carrying labor tools to the fields, watering, loosening the soil, and then returning home.

1. The characteristics of the development of children's sense of rhythm are:

Answer: Children aged 3-4 can acquire a stable sense of rhythm through a large number of body movement performances and percussion performances;

4-5 years old Children understand the beat through the combination of fast and slow, and understand the rhythm pattern through the recitation of songs;

Children aged 5-6 can already understand the rhythm pattern of songs, can independently complete the change of fast and slow beats, and can understand the theme of the rhythm ,motivation.

2. The age characteristics of children’s speed perception are:

Answer: 3-4 year old children can use simple body movements to match medium-tempo, slightly faster, medium-to-slow music ;

Children aged 4-5 can distinguish between faster and slower, and can adjust their body movements to match the speed; children aged 5-6 can identify and understand all transformations of speed.

1. Characteristics of songs that suit children’s interests:

Answer: (1) The lyrics themselves are vivid and have the taste of children’s language, making them easy for children to recite;

The themes narrated are prominent, the story is strong, and the children Easy to perform movements; consistent with the tone of the words, easy for young children to sing.

4. The types of reproducible music works for preschool children are: Answer: (1) Representational instrumental music with regular sentence patterns and full of childlike interest;

(2) Regular sentence patterns Reproducible instrumental music for adults; (3) Reproducible instrumental music with irregular sentence patterns.