Teaching content:

Appreciate "Ode to the Red Flag" and feel the different emotions produced by the same tune due to different performances

Teaching purpose:

1. Allow students to experience the role of key conversion and musical elements such as speed, dynamics, and instrument timbre in the performance of works.

2. Feel the grandeur of the orchestral piece "Ode to the Red Flag" and understand the musical form and structure.

3. By appreciating "Ode to the Red Flag", moral education will be infiltrated into students and further stimulate students' patriotic enthusiasm.

Teaching focus:

Enable students to listen and identify the different speeds and tonal changes of the theme tone.

Teaching difficulties:

Make students associate the theme tones at different speeds.

Teaching material analysis:

The orchestral piece "Ode to the Red Flag" was written by the composer Lu Qiming. It was first performed in May 1965 as the opening song of "Shanghai Spring". The composer praised the red flag symbolizing the revolution and eulogized the great victory achieved by the Chinese people with passionate strokes.

The work adopts a three-part structure with a single theme of "Ode to the Red Flag" running through it. The music begins with an introduction, and the loud trumpet plays the trumpet tone based on the national anthem. The loud trumpet sound is accompanied by flute, The piccolo and oboe played bright vibrato, while the violin was set off by a rolling parallel seventh chord pattern, showing a magnificent picture of a sky full of colorful clouds, a sea of ??red flags, and a huge crowd.

The tone of the national anthem was particularly solemn after the French horn repeated it, and then the tuba and bass string instruments played the tone of the first line of the national anthem, leading to the red flag theme played by string instruments in the key of C major. This is a profound and infinite praise. , beautiful melody, relaxed rhythm, full of singing ability.

Accompanied by the crisp chords of the piano and the flashing sound patterns of the woodwind, it brings a brilliant, clear and vibrant feeling to people. At the exciting moment of the birth of the People's Republic of China on October 1, 1949, the moving scene of the first five-star red flag rising slowly in front of the majestic and solemn Tiananmen Gate appeared before our eyes, and the giant voice - "The Chinese People I’ve stood up since then” echoed in my ears. The "red flag" theme was raised a second degree and sounded again. The music became more exciting and high, and people's enthusiasm also surged.

The lyrical carol theme in the middle part of the music (the expansion part) still maintains the same melody, but through the acceleration of the speed and the insertion of dotted notes, it becomes a heroic and sonorous march, which is Chinese Under the guidance of the red flag, people fought bravely and moved forward with majestic steps. After the march theme appears again, the music enters the recapitulation.

The third part is the theme reproduction part. The majestic music expresses the emotions of hundreds of millions of people singing heartily at this historic moment. The horn at the end is majestic and loud, forming a powerful climax, and the music is magnificent.

Teaching preparation:

Powerpoint production, teaching tapes, relevant teaching VCD materials

Teaching steps and methods:

1. Organize teaching :

1. In class, lead students to listen to the music "Singing the Motherland" into the classroom.

2. Teachers and students say hello.

2. Introduction of new lessons

1. Teacher: "Students, have you heard some songs singing the five-star red flag? (Students:) What we heard just now when we came in What is the content of this song "Five-star red flag fluttering in the wind..." (Student:) There is also a song that everyone must be familiar with "Five-star red flag fluttering in the wind" "Five-star red flag you are my pride..." It is also a song about singing the Five-Star Red Flag. There are not only songs to sing about the Five-Star Red Flag, but also many poems and proses. Everyone must have heard or seen it separately, but there is a kind of singing about the Red Flag that only uses orchestral instruments. You may have never heard of this musical work. Now please follow me and enjoy today’s learning content, the orchestral piece "Ode to the Red Flag". Judging from the music title, how do you understand its meaning? ”

Student: "...". (Singing the red flag, praising the red flag)

2. After listening to the music theme clip for the first time, the teacher: "How does the composer use the form of music to sing the red flag? Please ask questions to feel the music theme clip,' What is the mood of the music, and what kind of scene does it conjure up in front of you? "(Media display) Student: "...".

3. Lead the students to sing the theme music together. Teacher: "The students have initially felt the image of the music theme. Let's sing the theme music with the piano." (First use roll call, then use Ah come and sing)

3. Appreciation in sections

1. Listen to the music introduction. Teacher: "The students have become familiar with the theme of the music. Next, we will walk into the musical works together." Deep down, let’s explore the unique musical techniques and techniques used in this music. Let’s appreciate the introduction of the music with questions: Are you familiar with the tone at the beginning of the music? Which song is it based on? Can you? Can you tell what instrument it is played on?" Student: "...".

(Guide the students to say that the loud sound is the trumpet, and the round sound is the French horn.) If you can’t tell, teacher: “The introduction of such a familiar melody is played by the trumpet, and then the national anthem is played by the French horn. Why does the author include this in the music? What about the tone of the national anthem at the beginning? 'Tips: Students, think about what song to sing when the national flag is raised, so that we can think of the national flag rising. (Media display, and blackboard version: Introduction to the tone of the national anthem. In order to remind us of the scene of the five-star red flag rising slowly)

2. Completely appreciate the first theme music:

1) Teachers and students: "When the national anthem sounds, the people present What will your look and mood be like? (Student:...) Let us ask questions to understand what musical elements are used in music to express images, and listen to how many times the theme music of the piece appears (twice)

2) Again How does the pitch change when it appears? Teacher: "Everyone said it very well. The rise in pitch is called modulation in music. The teacher asked everyone to feel how the modulation technique will make the music image? (more vivid)

3) Teacher: "'What changes did the mood have? What kind of scene was shown? ’ How do people with elevated voices and high emotions express their emotions? The crowd cheers, the red flag is like a sea) (Media display) In addition to being high-spirited, you can also use singing and praise. This is the theme of people excitedly praising the red flag. ”

4) From here we can conclude that using the same melody through the musical element of ‘modulation and repetition’ can further develop the theme music, like a thousand words using a beautiful melody to image the red flag. Talk.

3. Deputy Department Music Appreciation, Teacher: “How will music develop next? Let us enjoy the following with questions

1) ‘In the second part’s theme music, what changes have occurred in the intensity of the music compared to the previous one?

2) (Teacher: "The music has changed from high emotions to weak, and the music has a sense of eloquence. What do people think of when they see the red flag waving?) What kind of picture do you think of? ? (Teacher: "Everyone has initially understood the emotion that the music wants to express. Let's sight-sing the sub-part theme melody with the piano first. I believe you will understand it more deeply. Use the roll call first, and then use 'ah' to sight-sing it again) Teacher: "Now that you are familiar with the melody, how is the mood of the music? (Soft and lyrical) This kind of eloquent feeling, but I want to say it but can't. What do they want to say when facing the red flag? How do their emotions change?" (Guide students: How hard-won the red flag is! Facing the red flag, we have a variety of emotions and our hearts are surging)

3) 'What musical instrument changes the mood of the music? 'Teacher: "What instrument is this kind of tearful music played by? (Media display) Soft lyrical music skillfully uses the timbre of the oboe, and the oboe plays the weeping theme melody, bringing us along. Into the memories of history... How many generations of people have put in their hard work and sweat for the red flag to fly high, and how many brave soldiers have shed their heads and shed their blood, in exchange for our red flag flying high today. We put this period Music is marked with the letter "b". "(Book: Oboe Weeping, Soft)

4) Teacher: "From here we can conclude that using the timbre of musical instruments in music can change the mood and image of the music. "

4. Enjoy the second part of the clip. Teacher: "After listening to the oboe's tearful confession, what kind of music scene will the music bring us next? Please take it with you. Question: Listen to the following piece of music. How do the speed, intensity, and mood change? What scene is shown? The speed and intensity of this part of the music are somewhat different from the previous ones. Which part of the music is it? (Guide students to say that the speed is accelerated, the intensity is strengthened, the music mood is firm and powerful, and the march style is: 'the second part of the music', expressed in the second paragraph) From here we should be able to understand that speed, intensity, and rhythm can be used in music. Changes and other musical elements change the style and image of music. "

5. Enjoy the third part of the clip:

1) Teacher: "After feeling the music style of the march, what musical techniques will the music use to give us different feelings? Then listen to the question, ‘This part of the music is a repetition of which part of the music? (Guide students to say the repetition of the first part) How has the intensity (stronger intensity) and mood of the music changed compared to the previous one? (The mood becomes more passionate) What kind of musical atmosphere does the orchestral instrument play create? (Warm atmosphere)'"

　2) Teacher: "From the intensity of the music, the passionate emotions and the warm atmosphere of the orchestral performance, we can think of what it will be like in Tiananmen Square during the National Day. scene? ’ (The crowd is like a sea, celebrating the festival, singing the red flag, holding the red flag high, and the beautiful wish to build the motherland), we divide this part into the third part. From the perspective of sound effects and performance content, where is the climax of the music? (Part 3) In this part of the music, the intensity of the music is strengthened to give full play to the timbre of the orchestral instruments, making the music more brilliant and more grand.

”

3) Explore the ideological connotation of the music: “What kind of wishes are expressed in the high atmosphere of the music?” (Love the red flag, love the motherland, and build the motherland’s beautiful wishes)

6 , Introducing orchestral instruments, teacher: "Just now we had a preliminary experience of the orchestral performance of "Ode to the Red Flag". Can you please tell me what instruments the orchestral instruments are composed of? (Guide students to say: The orchestra is divided into four instrument groups according to the materials and playing methods of the instruments: 1) String instrument group (composed of violin, cello, viola, double bass and other instruments), 2) Brass instrument group (french horn, trumpet, etc.) Composed of horn, trombone, and tuba) 3) Woodwind instrument (composed of flute, piccolo, clarinet, oboe, and bassoon), 4) Percussion instrument group. ) Let’s take a look at how these instruments are arranged in a performance. "(Media display)

7. Introducing the composer: "We know so much, do you know who composed this orchestral piece "Ode to the Red Flag"? There is a song that you may have heard, which goes like this: 'The sun in the west is about to set, and it is quiet on Weishan Lake...' The composer's name is... (media display), Grandpa Lu Qiming was in It was against this historical background that "Ode to the Red Flag" was written: In 1965, conductor Huang Yijun of the Shanghai Musicians Association named Grandpa Lu Qiming to compose "Ode to the Red Flag". He considered using the founding ceremony of the People's Republic of China on October 1, 1949 as the background to express the extremely proud feelings of people who came out of the darkness towards the red flag, and integrate such feelings into the music to make it sound national, Lu Qiming Grandpa also derived a dominant motive from the national anthem. This is the tone of the national anthem that we hear at the beginning of the music. This motive extends from the middle of the introduction to the end. We will feel it later when we appreciate the whole song. The tone of the national anthem runs through all the music. We will feel the image of the waving red flag when we listen to the whole song later. After all these were determined, it took a week to complete the draft. Isn’t it amazing, do you have a strong desire to hear the whole piece? "

4. Appreciation of the whole song

1. Appreciation of the whole song, teacher: "Now we think with questions: 1) Appreciate the whole song and analyze how many paragraphs the whole song is divided into? (Guide students to say three paragraphs, which are basically marked with A+B+A (complex trilogy with reproduction) in music. 2) Discuss in groups and talk about their inner feelings after listening to the complete song. 2) What do you think of when the orchestral piece "Ode to the Red Flag" connects your current study and life? (To inspire students: love the red flag, love the motherland, cherish the hard-won today, study hard, and serve the motherland).

2. The teacher concluded: “Students, the teacher sincerely hopes that today’s study will leave you with good memories, learn to cherish the hard-won life now, cherish your own life, look back on the past, and look forward to the future. , love the motherland, love the national flag, and make their lives very valuable. Finally, let us all stand up and sing "Singing the Motherland" to end this music class. ”

3. Sing “Ode to the Motherland” together and leave the classroom.