Sample proposal report for a small project in music education
Background and significance of the project research
Research background:
Nowadays, we can often hear such a term: rhythm of life. Yes, whether busy or leisurely, it can be described as fast or slow. It can be seen that rhythm comes from life. Around our lives, sounds and rhythms are everywhere. Rhythm is the first element of music, it is the skeleton and soul of music. Whether it is beautiful, lively, humorous, or progressive music styles, rhythm plays a key role. Music without rhythm is like an empty body. Among all the elements of music, only rhythm can exist alone. In other words, a musical work does not need any musical element, but as long as it has rhythm, it can become a musical work, and all musical emotions are It is embodied in a certain rhythmic movement. In cultivating students' musical quality, a key step in cultivating musical sense is the training of students' sense of rhythm.
Research purpose, significance and topic value:
With the reform and development of basic education in our country, especially with the continuous advancement of quality education, music education has also made gratifying achievements in recent years. score. Especially for primary schools in mountainous areas like ours, with a series of regulatory documents guiding music education and teaching, our teaching conditions are gradually improving. The first is the change in name, from the former "Deputy Course" to the current "Technical Course", and the second is the improvement of hardware facilities. Now every township central primary school is equipped with a music room, music equipment and professional music teachers. Every year, the county teaching and research office organizes some key teachers to exchange and study together, and introduces a variety of famous music teaching methods, which significantly improves our music teaching level and effectively promotes the development of music education in the country.
Under the guidance of new teaching concepts, the educational concepts of most of our music teachers are slowly and gradually changing. A few teachers still use some methods in the classroom due to lack of teaching experience and theoretical guidance. The cramming teaching method puts students in a passive state of learning, which violates the guiding ideology of our new curriculum standards, so that students only have the ability to sing a few songs in six years of primary school. These are all very prominent problems that currently exist in music education in our country, especially in schools in our mountainous areas. Therefore, how to draw on Orff's teaching method to improve the teaching of basic music knowledge in primary schools and organically combine the learning of basic music knowledge with aesthetic experience is a problem we currently need to study and solve.
Combined with the characteristics of our school’s students, reasonable and diverse rhythm teaching is conducive to enhancing students’ interest in learning, enhancing children’s feelings and expressions of music, effectively cultivating students’ sense of rhythm, and can also Mobilize and activate the classroom atmosphere and stimulate students' enthusiasm for learning. Make the development of music teaching smoother, and students' future music cognition will be more colorful.
Definition and interpretation of the title of the topic The famous music educator and rhythm educator Dacroze once said this: To feel music correctly, you must feel it with your whole body and mind. This sentence reveals his educational thoughts. He believes that rhythm education is the most important part of music education. He drew a conclusion from a large amount of educational experience: among the various elements of music, the one that has the closest relationship with life and can trigger keen feelings is rhythm. Rhythm is like a great conductor. With it, the music becomes lively in an instant.
The representative figure in rhythm teaching is the German music educator Orff, who put forward the concept of "original" music education in his music education practice. He included elements of movement, music, and language, combining them into a whole. He believed that the first element of music is rhythm. Therefore, he placed special emphasis on music education starting from experiencing rhythm. The method is rich, lively and vivid, and is deeply loved by children, allowing children to gradually understand music, experience music in the rhythm, and then love music. He has two major originalities in music teaching:
Momentum activities, using the simplest body movements to make various rhythmic sounds, such as finger twisting, shoulder patting, head patting, hand clapping, leg patting, and foot stamping Wait for action. Feel the beauty of texture and harmony of music.
Lyrics reading is his second original creation. This method is closest to children's nature. Orff particularly emphasized the importance of music education starting from rhythm, emphasizing the need to combine the rhythm of language and the rhythm of movement to train and cultivate children's sense of rhythm.
Orff’s music teaching method is completely in line with children’s psychological characteristics. It starts with rhythm and allows students to feel music, experience music, imagine music, and express music through reading aloud, body movements, etc. It starts from children and allows children to do it themselves, completely breaking the traditional teaching method. His teaching method is lively and interesting, giving full play to children's enthusiasm and creativity in learning music. It can promote the balanced development of students' physical and mental health and cultivate their keen thinking. responsiveness. The cultivation of students' good rhythm is also the key to the palace of music, promoting children's comprehensive development in music.
Project research steps and measures
Research steps:
Early preparation stage (20XX.7 20XX.9)
①. Review literature, form a research team, determine and apply for a project.
②. Study relevant theories carefully, unify understanding, formulate practical research plans, understand the physical condition of students, and lay the foundation for the next step of research.
①. Carry out research and experimental work normally.
②. Introduce the teaching method of independent cooperative learning into the classroom and vigorously promote it.
②.Write teaching and scientific research papers, cases, teaching designs, teaching reflections or CDs, etc.
③. Promote experience, make up for deficiencies, and continue to carry out research on new topics.
Research Initiatives:
Research Objectives:
Orff put forward the slogan that rhythm is the first element of music composition in music education, with special emphasis on the Starting music education with rhythm will be more conducive to our music teaching. We use lively classroom teaching and colorful music activities to fully mobilize students' sensory organs to understand music, create music, and awaken children's innate musical instincts, thereby subtly cultivating their sentiments and opening the door to the palace of music. key.
When implementing classroom teaching, teachers emphasize students’ autonomy, fully explore teaching material resources based on students’ actual conditions, design novel teaching methods, encourage students to boldly create in the classroom, and create a happy and relaxed atmosphere. Cooperate and study with classmates.
Fully connect music with closely related life, making music closer to the reality of daily life. The teaching content starts from perceptual basis and turns difficulties into simplicity. Mobilize and activate the classroom atmosphere so that students can fully experience the joy and relaxation of music classes, stimulate students' enthusiasm for learning, and make students' music life more colorful.
Research content:
Guide students to observe and discover rhythm from life;
How to connect with the reality of life to stimulate students’ interest in music rhythm; < /p>
Find the most effective method of rhythm teaching from classroom practice;
Research method:
? The members of the research team construct a new method based on a comprehensive understanding of the students’ situation. Teaching models, constantly changing teaching methods, exploring new teaching methods, carefully designing teaching processes, carefully organizing teaching activities, carrying out phased research activities around research goals, listening to opinions from all sides, exploring new strategies, and regularly summarizing and adjusting experimental plans , writing phased research reports. The main methods used are:
Survey research method
Using survey methods of different scales and methods. The premise of the research is to investigate students' interest in taking music classes. In the middle period of the research, we mainly investigated how students responded to the experimental class? What types of music classes did students like? The last investigation was to conduct a comparative investigation between the selected experimental class and other classes, and conduct research in practice.
Action research method
Conduct practical research on this topic under dynamic natural conditions that do not affect normal education and teaching.
Practical research method
Research and design each experimental lesson, and then give the experimental lesson well. After class, analyze and summarize the lesson to seize the key points that can stimulate students' interest in rhythm. teaching methods, and then reform and improve these teaching methods.
Research measures:
Select one class as the experimental class, and learn about students’ joy in music class through observation and investigation. For each conversation, summarize and organize it.
During the project development process, the project research was started in two stages: the first semester and the second semester. The new experiences and results summarized were discussed, exchanged, analyzed and found out in a timely manner. Strengths, discover shortcomings and exposed problems, summarize and reflect in a timely manner. In this way, lessons can be learned to facilitate the development of the next stage.
Focus on teaching materials to promote students’ understanding of teaching materials. Each class is required to organize classroom teaching according to the nature and characteristics of the teaching content and complete the educational and teaching tasks set before class. Starting from interest, the teaching design requires visualization, diversification, and all-oriented, focusing on the improvement of each student. We should pay more attention to some students who are not interested in music so that they can meet the basic requirements. We should also care about students with strong musical ability and create conditions to promote their development. The "Music Curriculum Standards for Full-time Compulsory Education (Revised Edition)" puts forward clear requirements for mastering the rhythm of upper and lower grades: Grades 1 and 2 of primary school can feel various sounds in nature and life. Ability to imitate using your own voice or percussion instruments. Can use percussion instruments to play sounds of different strengths, weaknesses, and lengths. In the process of perceiving the rhythm and melody of music, students in grades 3 to 6 can initially identify the difference in beats, and can hear and distinguish the pitch, speed, strength of the melody. This requires that our music teachers must conduct rhythm teaching reasonably in the classroom and gradually improve students' sense of rhythm. Expectation and presentation of project results Expected effects
The famous music educator and rhythm educator Dacroze believes: Rhythm teaching is the most important part in music education. He drew a conclusion from a large amount of educational experience: among the various elements of music, the one that has the closest relationship with life and can trigger keen feelings is rhythm. The views of German music educator Orff also inspired me. He believed: The first element of music is rhythm, not melody. Rhythm can exist without melody, but melody cannot exist without rhythm. Therefore, rhythm is the life of music and the source of music vitality. He particularly emphasized music education starting from rhythm.
Through cultivating the sense of music rhythm, we associate rhythm with our lives, stimulate children's interest in music activities through various interesting teaching methods, and create a broad space for music rhythm for children. Rhythm, as the art of sound organization, plays a considerable role in the performance of music. So in our music teaching, we must first start with rhythm, give full play to children's enthusiasm and creativity in learning music, and cultivate their keen response ability. The cultivation of students' good rhythm is also the key to the music palace and promotes students' comprehensive development in music. Lead students to gradually move towards the palace of music and dissolve into the ocean of music, thereby cultivating students' sentiments, cultivating students' aesthetic taste and rich emotions, and promoting the healthy development of students' physical and mental health. Make music lessons bring happiness to children and make their lives colorful. So in our usual music classes, our teachers must continue to practice, constantly reflect, analyze existing problems, and strive to achieve the following goals through research:
Use a variety of interesting teaching methods suitable for students’ age characteristics Improve students' ability to read, beat and compose rhythm, and develop a good sense of music rhythm.
How to combine teachers’ theoretical learning with practical teaching to improve teachers’ practical teaching abilities.
Through this practical research, we have explored the operating model of the rhythm teaching method that can be promoted and used in primary school music teaching in our school. ;