A paper on the application of rhythm teaching in primary school music classes

Nowadays, everyone has written a paper, which is a means of researching certain academic issues. I believe many friends are very troubled by writing papers. The following is a paper I compiled on the application of rhythm teaching in primary school music classes. I hope it will be helpful to everyone.

Paper 1 on the application of rhythm teaching in primary school music classes

Abstract: Music teaching in primary schools in China is still at the primary stage as a whole, and music classes have not fully explored students’ inner musical potential. , but also has little effect in cultivating students' interest in music. Rhythm and music are inherently integrated. Most music classes ignore students' rhythm teaching. Implementing music rhythm teaching in the classroom is beneficial to enhancing students' ability to feel music and comprehensively improving students' musical literacy.

Keywords: Rhythm teaching; primary school; music class

In China, primary school music subjects have never been taken seriously. Most primary school music classes are just formalities, and the main focus of the class is The learning content is simply singing, which has serious deficiencies in cultivating students' sense of music and discovering students' musical talents. Among primary school students, we can find a phenomenon. Many primary school students themselves like music, but the strange thing is that most of them are not very enthusiastic about music classes, and even find music classes boring. This phenomenon makes us reflect , what’s wrong with our music teaching? How should we make changes?

1. The importance of music teaching

For primary school students, music teaching is particularly important. It is determined by the brain development of primary school students. The primary school period is a critical period for students' brain development. If we can seize the opportunity to develop the brain's music at this time, the effect will be twice the result with half the effort. If we wait until the students' brain development is basically formed before conducting music education, it will not only be time-consuming and labor-intensive, but also The effect will not be ideal. Looking at most people who have made certain achievements in the field of music, most of them received a good music education when they were young, and their musical talents were well developed when they were young. Generally speaking, they did not show musical talents when they were young, but they grew up. There are very few people who shine. As we all know, the left and right brains of a person are responsible for different fields. The right brain is much more developed than the left brain. Moreover, the right brain is the domain of music and art. Music learning by students is also beneficial to the intellectual development of the right brain. Music teaching is so important, but our primary school music teaching has been stagnant. We need to introduce some teaching methods to revitalize the music classroom and improve the level of primary school music education.

2. The role of rhythm teaching

1. Cultivate students’ sound personality

Generally, the content of primary school music courses is for students to sit upright in their seats and conduct Song learning and singing are different, but rhythm teaching is different. Rhythm teaching advocates releasing students' nature and using melody to guide students to dance with the music in class. Most students at this age in primary school are curious, lively and active, which is when their nature is released. However, traditional teaching has always constrained students and suppressed their nature, especially in music classes that emphasize feelings and art. In the classroom, students deserve more freedom. In the process of rhythm teaching, we focus on the interaction between teachers and students, and between students, cultivating collaborative skills in the interaction, and learning to express themselves more openly, which is conducive to the formation of students' sound personality.

2. Improve students’ ability to feel music

Rhythm teaching breaks students’ traditional learning methods in the classroom and encourages students to leave their seats and learn rhythm along with the music melody. , focusing on rhythm and musicality. As we all know, when the human brain and body work together, the brain's thinking will be more agile, and the two complement each other. Therefore, when students use body movements to interpret music, the brain's understanding of music will be more profound, not only understanding, but also reflecting In terms of memorizing music melody, efficient learning can be achieved in all aspects.

3. Stimulate students’ interest in music and cultivate students’ creativity and imagination

More rhythm teaching in primary school music classes can increase classroom vitality and improve students’ performance in the classroom. participation, and primary school students are naturally active, and rhythm teaching is suitable for their growth pattern. Lively and interesting rhythm teaching can stimulate students' enthusiasm for learning, allowing them to wander in the world of music and feel the beauty and uniqueness of music melody. Music is the second language of human beings. Music knows no national boundaries. As long as you listen carefully, you can feel the joys and sorrows contained in the music melody. Children are sensitive. As long as they are encouraged to listen to the music melody with their hearts, they can feel the music. The true meaning of. Rhythm teaching attaches great importance to students' experience and expression of music. In the process of implementing rhythm teaching, students can let their thoughts run wild and imagine wildly. This teaching method stimulates their musical potential and cultivates their creativity. and imagination.

3. How to implement rhythm teaching

Rhythm teaching emphasizes the feeling and mastery of melody, so some highly interactive activities need to be carried out in music class. The first step in learning music is to master the seven notes, which requires students to distinguish the pitch of the notes. The teacher can ask the students to leave their seats and arrange for them to squat according to their own understanding of the notes. If they feel the pitch, they stand. If they are low, squat down, and then gradually, let them change their standing height according to their understanding of the sound. At the beginning, the teacher can provide appropriate guidance, but later on, the students' sense of sound will need to be tested. For another example, when learning songs, teachers can arrange for students to perform a short melodrama based on the songs, using their bodies and singing to interpret their understanding of the music. There are many ways to teach rhythm. The main premise is to involve students in music understanding, so that the teaching can continue to be in-depth and cannot stay on the surface. The main purpose is to tap students' musical talents. my country's primary school music rhythm teaching is still in the initial stage of development. There are still some imperfections in the rhythm teaching process. Therefore, music educators need to properly explore in teaching, constantly improve rhythm teaching, and change the current situation of China's primary school music education. Improve the level of primary school music education and improve the overall musical literacy of primary school students.

References:

[1] Yu Hongxia. Effectiveness and strategies of music classroom teaching: Part 1 [J]. Musical Instruments, 2011(11).

[2] Ding Wenying. Let sight-singing teaching come into play: Apply Dalcroze teaching method to sight-singing teaching [J]. China Off-Campus Education, 2013 (S2).

[3] Zhang Jianping. Dalcroze's body rhythm and new curriculum reform [J]. Chinese Music Education, 2004(3). The application of rhythm teaching in primary school music classroom paper 2

Abstract: The development of rhythm teaching method Emergence brings new vitality to the traditional boring primary school music classroom and plays an irreplaceable role in cultivating students' interest and improving classroom enthusiasm. The first way to improve the level of music teaching in the third grade of primary school is for teachers to raise their own requirements and constantly reflect on and research their work.

Keywords: rhythm teaching method; primary school music; teaching methods; multimedia

1. Introduction

New elements are constantly added to the music teaching process, not only It is conducive to the healthy physical and mental development of primary school students and is also the requirement and need of the new curriculum reform. In the teaching process, the rhythm teaching method is used to stimulate students' interest in learning, and the combination of exploring students' musical talents and music teaching not only improves the teaching level, but is also more conducive to students' development.

2. Specific application of rhythm teaching method

Music is often called the soul of dance, so it can be seen that music and dance are inseparable. For example, singing is a form of musical expression that uses sound as the carrier, and body movements may often be added during the singing process to set off the emotions contained in the music. These body movements can be called performances, and performances play an auxiliary and irreplaceable role in the process of musical performance. Therefore, adding physical performance to the music teaching process can also achieve unexpected results.

For example, the music teaching in the third grade of primary school contains some music content that is relatively dull but difficult to control the pitch. For music teachers, this music is not easy to attract students. In this case, music teachers can use some other methods to arouse the curiosity of primary school students.

The music teacher first introduces the content or story of the song to the students, so that students can have suspense about the music; if there are different roles in the song, students can be asked to play the characters to make the music come alive. In this way, students can gain a deeper understanding of music. This method, also known as creating situations, can quickly enliven the classroom atmosphere and change the situation of repetitive teaching content and single methods. More importantly, it allows students to master the melody of music in a short time and improves the quality of teaching.

In order to create a vivid musical situation, multimedia can also be used. At present, music and animation are rich and colorful, and multimedia teaching is more integrated with color and sound, vivid and attractive. Music teachers should make multimedia their right-hand assistant and mobilize students' vision and hearing to learn music.

Rhythm music to attract students’ attention. Rhythm teaching method is widely used in early childhood teaching. Its main function is to guide before class, activate the atmosphere, and attract students’ attention. This teaching method is used in primary schools. The same applies to the music teaching process. This method mainly chooses simple rhythmic music to guide students' learning. The choice of rhythmic music is very important for teachers. Rhythmic music is often cheerful and easy to understand, with relatively simple rhythms. With the guidance of rhythmic music, students can get into the mood faster. Music class is a highly operational and practical subject, and the rhythm teaching method has the characteristics of making abstract music concrete. If teachers can organically combine teaching with rhythm teaching, it will be easier for primary school students to accept it. The integration of rhythm teaching method can make teachers more comfortable in the process of music teaching, but during the application process, they need to carefully observe the status of students and master the progress of the course.

Rhythm teaching to reflect students’ dominant position in teaching is the premise and foundation of primary school music teaching under the new curriculum reform. Therefore, promoting primary school students’ understanding of music has become the key to music learning. The leading role in achieving this goal lies more with music teachers, whose guiding role and appeal directly affect the effectiveness of teaching. Whether students can complete music learning in a relaxed and pleasant environment largely depends on whether teachers are good at applying rhythm teaching methods, such as the role-playing method and rhythm music method mentioned above. Primary school students have a strong desire for expression. In the rhythm of music, students can be integrated into the activities and experience the beauty and mystery of music wholeheartedly, thus further reflecting the students' dominant position in teaching.

3. Some issues that need to be paid attention to when using rhythm teaching

Although rhythm has unique advantages, it needs to be mastered to a certain extent. Going too far is not enough. You must distinguish between priorities. Rhythm serves music teaching. , the time occupied should also be grasped, and it should not take up too much study time. Simply put, it means to exert the greatest effect of rhythm in the shortest possible time. The use of rhythm requires research, but rhythm cannot be regarded as the whole teaching. The use of rhythm must follow certain rules. There are many teachers who cannot distinguish between rhythm and dance. Rhythm is not dance, but dance can move. Therefore, "body rhythm" can be seen as an expression of music, but dance is the language of music. The application of rhythm can also strengthen teacher-student communication and shorten the distance between teachers and students, which is helpful for teachers to deepen their understanding of students and teach in a targeted manner.

4. Requirements for teachers in rhythm teaching

Mastering diversified teaching methods. In music teaching, there are also strict requirements for music teachers’ teaching methods. Diversified teaching methods enable teachers to Be comfortable in teaching activities. In the process of teaching music knowledge, the corresponding music knowledge should be combined with the music cultural atmosphere, and some rhythm elements within the students' acceptance range can also be added. It is not easy for primary school music teachers to do this. It requires a wealth of knowledge and a deep understanding of music.

Pay attention to the development of students’ personality. Each student’s musical talent and musical inspiration are different. If we can combine students’ musical potential with music learning, we will get twice the result with half the effort and make the icing on the cake even better. But for primary school music teachers, it is more difficult to achieve this. If you want to give full play to the musical talents of each student, you must regard each student as the subject of learning, carefully analyze their characteristics, and conduct according to their respective characteristics. Arrange musical content according to receptive ability and learning speed.

Shaping a multicultural music classroom In the process of primary school students learning music, classroom activities are indispensable. The aforementioned "creating situations with performances" can also be regarded as a type of classroom activities. Better integrating a variety of music-related cultures into classroom activities can better cultivate students' musical perception, deepen their understanding of music, and at the same time better express the music they have learned, which is conducive to Cultivate students' creativity and expression. To this end, music appreciation teaching is actively carried out in primary school music teaching to cultivate students' music perception and music appreciation abilities. There are also relevant requirements in the current music curriculum standards. With the progress and development of the times, the characteristics of music have become increasingly prominent. These are worthy of primary school music teachers to examine and continuously improve their professional capabilities and application capabilities of new technologies and new methods.

5. Conclusion

Teaching materials are necessary preparations for teaching, and of course, primary school music teaching is no exception. Teachers' strict requirements for themselves can be regarded as part of teaching preparation. Mastering necessary music knowledge directly affects students' mastery of music knowledge. The cultivation of talents must start from childhood, so primary school music teachers have a heavy responsibility. To improve the level of primary school music teaching, it is necessary to continuously enrich students' music knowledge, improve students' aesthetic ability, constantly discover problems, constantly reflect and summarize, and create a good atmosphere of "interesting teaching, interesting learning", thereby improving the overall quality of primary school music teaching. quality.

References

[1] Chen Fei. Listen carefully, comprehend and appreciate music, and sing with emotion to convey personal singing: A brief discussion of primary school music teaching [J]. Modern Reading: Education Edition, 2011.

[2] Zhang Rui. A brief discussion on the organic integration of primary school music teaching and multimedia information technology [J]. Reading and Writing: Journal of Education and Teaching, 2010 (12): 152.

[3] Xiang Minghui. Analysis on the cultivation of students’ creative ability in primary school music teaching [J]. Comprehensive Edition, 2010 (12): 97.

[4] Xie Zheng. Constructivism The Enlightenment of Teaching Concepts on Music Teaching in Primary and Secondary Schools in my country [J]. Educational Exploration, 2010 (7): 51-52. Application of Rhythm Teaching in Primary School Music Classroom Paper 3

Abstract: Primary School Music Teaching The body rhythm in the teaching breaks the traditional model of music teaching. It mainly emphasizes the close integration of music with the body's induction and movement, so that the music class has both stillness and movement, making the music more concrete and vivid. This article mainly focuses on the role of body rhythm in primary school music classroom, clarifies the views and opinions on how to apply body rhythm in music teaching, as well as the current problems and solutions of body rhythm in music teaching.

Keywords: music education; primary school music; body rhythm; application

The development of the times has put forward higher requirements for the development of students' quality, as a way to cultivate students' sentiments and cultivate students' aesthetic ability Music lessons are also receiving more and more attention. The body rhythm pioneered by Swiss composer Dalcroze mainly emphasizes awakening people's instincts and allows students to appreciate music and feel music. Therefore, in the current stage of music teaching, body rhythm is an indispensable teaching component.

1. The influence and role of body rhythm in primary school music teaching

The essential core of body rhythm is to express music rhythm through body movements to show musical emotions and allow students to appreciate music beauty. In music teaching, students are guided to release themselves and find happiness in music and feel the beauty of music in the learning process.

(1) Reasonable body rhythm can stimulate students' interest in learning. Reasonable body rhythm can stimulate students' interest in learning. For example, an English song is difficult for primary school students to learn, but if they are familiar with the music, With listening as the main line, we guide them to clap, nod, tap their feet, etc. to make some simple body movements to adjust students' brain activity and relieve fatigue during class. Enliven the classroom atmosphere and put students in a good learning mood, which is conducive to subsequent teaching activities.

(2) Effective body rhythm can develop students’ thinking and imagination 1. Proper auditory training Dalcroz once said: “All music education should be based on hearing, not on hearing. On the training of imitation and mathematical operations. "He believes that good hearing is the most important endowment for receiving music education.

During the listening process, students are guided to use body movements to feel the elements and skills of music through the body rhythm teaching model. In the classroom, students can practice their auditory arts through body movements and develop good listening habits, so that they can feel the different charms of music. 2. Reasonable rhythm training Rhythm is a rhythmic and rhythmic movement of the body. Rhythm training has important educational significance in body rhythm teaching. Teachers can make some boring music knowledge vivid and concrete through rhythm training in body rhythm. 3. Effective improvisation In a sense, all musical performances require a certain degree of improvisational ability, whether in music creation or music stage performance, improvisation is inseparable. If improvisation is included in the primary school music class, the whole class will become dynamic. 4. Positive body rhythm can improve teachers’ classroom efficiency. Body rhythm encourages students to be more active and make themselves move through music. By using other parts of the body besides the ears and mouth to express music, students' feelings about music will become full of vitality and their learning will progress very quickly. Teachers can mobilize students' enthusiasm and activate the classroom atmosphere.

2. Problems with body rhythm in primary school music teaching at the current stage

(1) Insufficient attention and imperfect teaching facilities. In our country's music teaching, the main purpose is to cultivate students' interest and cultivate students' sentiment. Therefore, many school leaders do not pay much attention to music, which also leads to teachers and students having a contemptuous attitude towards music. Moreover, the government and relevant departments do not have some precise and targeted measures, and there is no support from national policies. Therefore, the development of It's still very difficult to get up.

(2) Lack of professional teachers. 1. Teachers lack professional theoretical knowledge. Learning body rhythm is still unfamiliar to some teachers. Since it is introduced into education from other countries, some of its usages cannot be fully grasped by teachers, and some teachers are still using it. In the process, the true meaning of it was not really grasped. The core content of body rhythm teaching was not fully grasped. There are still many things that are missing. At present, many in-service teachers rarely participate in relevant courses. Training, little is known about rhythm teachers. Therefore, music teachers are still lacking some relevant theoretical knowledge. As a result, when using body rhythm in the classroom, most teachers use it according to the requirements of the syllabus without truly understanding the fundamental significance of body rhythm teaching. . 2. Teachers’ teaching concepts are backward. Effective body rhythm requires high musical literacy of professional music teachers. It requires teachers not only to have a complete understanding of body rhythm, but also, importantly, to make changes in teaching design. From our country's perspective, professional teachers are still very deficient in practical classroom skills. When teachers use body rhythm teaching, they still teach according to the original classroom model, or they only superficially imitate teaching and copy some lesson examples without mastering them. connotation. Therefore, the backwardness of teachers’ teaching concepts will also affect the development of body rhythm in teaching.

3. Improvement measures and suggestions

(1) Improve teaching facilities and increase students’ attention to music. The government and relevant departments should also actively support and cooperate, improve music teaching facilities, equip professional music classrooms and teaching equipment, conduct overall planning in accordance with relevant policies, and design a general rectification plan.

(2) Strengthen teachers’ professional knowledge training and improve teachers’ practical classroom capabilities. With the development of technology, teachers should also keep up with the pace and constantly enrich themselves. Some in-service teachers should carry out teacher training based on the actual situation of students and their own development needs, learn the basic concepts of the body rhythm teaching system, and strengthen professional knowledge training and professional skills. 4. Conclusion In summary, body rhythm teaching is an indispensable part of music teaching. It can mobilize students' desire to learn music, cultivate students' good musical literacy from an early age, and also strengthen their understanding of music. The sensitivity of the works will also be of great help in creating future works, enhancing students' expressiveness and creativity.

[References]

[1] Yin Hong. Theory of Music Teaching [M], Southwest Model University Press, 2013, 12.

[2 ]Xu Miao. Talking about how to guide students to actively experience music in music education[J]. China Science and Education Innovation Guide, 2009.

[3] Duan Wenhui. Music classes should return to the origins of music education[J] .Jiangsu Education, 2010.

[4] Hua Jianxin. Problems and reflections on body rhythm in music education in my country [J]. Nanjing Conservatory of Music. Paper on the application of rhythm teaching in primary school music classroom 4

Abstract: In the process of music education, children can gain aesthetic experience and happiness through appropriate music education. At the same time, this method can also cultivate children's sentiments and make children intelligence can be opened. Now, in children's music teaching, children's rhythm teaching has increasingly demonstrated the huge role it can play in it. For children with special needs, music education can also exert a powerful force. However, judging from the current situation, the teaching performance and results of music education for special children in our country can be said to be extremely unoptimistic. For a long time, our country’s music education for special children has always been In a neglected and weaker state. Therefore, the author decided to start from the music education of special children and explore the impact of rhythm teaching on music education for special children.

Keywords: Rhythm teaching; special children; music education; influence and discussion

Music is an art form that can truly bring people's lives to the highest point. Through different The combination of musical instruments and playing techniques creates a medium that can express people's emotions in it. For underage children whose minds are still in an immature stage, the implementation of timely and beneficial music education can liberate their nature, allow them to truly experience joy and cultivate their interests. This is extremely beneficial to their physical and mental health and intellectual development. Special children refer to a group of children who have significant differences compared with normal children in major aspects such as intelligence, senses, emotions, body, behavior, communication skills, and psychological activities (or mental state). Compared with normal children, they will have more difficulty in the learning process. For example, they cannot understand the content explained by the teacher and write on the blackboard, and their understanding of knowledge will be inferior to that of normal children. Therefore, teachers must develop corresponding means and methods for this situation to promote the development of special children through learning like normal children.

1. The current status of education for special children in our country

Our country’s Constitution clearly stipulates: “The government and society help arrange the work, life and welfare of blind, deaf, mute and other disabled citizens. educate". It can be seen that special education for special children is also subordinate to the education for all, and is also an indispensable component of the education for all. The results of a sample survey of disabled people in my country show that the total number of special children in my country who have received compulsory education has reached more than 3 million, and some of them receive special education [2]. In this regard, the country has built a number of educational facilities for special children such as schools for the blind and deaf-mute. Now, with the progress and opening up of society, people's attention and care for special children are constantly increasing. All sectors of society are also using methods such as public opinion and charity organizations to help special children have the same benefits as ordinary children. A place where they can receive an education that matches them. However, due to the large population base in our country, there is still an imbalance in development between the east and west regions, which means that all educators and government officials still have a long way to go before they can completely solve the education problem of special children in our country. At the same time, the author has noticed that in western provinces such as Sichuan, Guizhou and Yunnan, there is still a problem of low investment in special education resources. These poor areas are still unable to solve the education problems of special children due to constraints such as poor economic and infrastructure. , and most of the special education resources are concentrated in cities, making the connection between the two places inconvenient. To sum up, stepping up the promotion of education for special children remains our top priority.

2. A brief analysis of what is music education in rhythm teaching

According to the ideological concepts of Swiss musician Dalcroze, music itself is inseparable from rhythm, and both Made for each other, inseparable. The so-called "rhythm" actually refers to the physical movement of the human body. If the human body is regarded as a musical instrument, then the postures, shapes and movements displayed by the human body through various physical activities can be regarded as an expression of abstract musical emotions. In the process of participating in music education, children can get a more intuitive expression of music through such expressions, so that they can develop well in physical and spiritual aspects such as music rhythm, body coordination and appreciation of beauty. . When teaching rhythm in music education, children need to follow the rhythm of the music to carry out regular and coordinated body movements. In order to achieve better rhythm teaching results, you can teach according to the following methods:

(1) Game method. While the game is being played, music elements are combined and run throughout the entire process of the game. This allows children to better follow the rhythm of the music during the game. In this process, the rhythm of the music and the ups and downs of the tone can be transmitted to the children invisibly, and finally enable the children to Comprehensive potential is stimulated during the game. What should be noted here is that when selecting games, teachers should pay attention to the rationality and scientificity of the selected games, take into account the physical and psychological characteristics of children, and enable children to listen to music in a lively and happy state. Intuitively feel the beauty of rhythm, thereby enabling them to increase their understanding of the external world.

(2) Demonstration - Imitation method Teachers can pre-design a set of movements or dances based on the music type and rhythm. Then demonstrate it in front of children and have them imitate it. In the process of imitation, children can be guided to make independent adaptations. Note: The teacher's actions are only for demonstration and are not intended to limit children's imagination and creativity.

3. Conclusion

The main line of music education can only always be rhythm teaching, and patient listening to music is the most fundamental way to teach rhythm. In rhythm teaching, children with special needs can experience the rhythm expressed in music through simple and repeated movements such as clapping and stomping their feet. The realization of this process not only exercises the bodies of special children, but also enables them to be on-demand and inspired by musical ideas, gain unique emotional experiences, and open the door to enlightenment in aesthetics, so that they can Being able to be exposed to the world of music can gradually alleviate the abnormal psychological state. In short, rhythm teaching can help children with special needs gradually overcome their physical and psychological defects, and lay a better foundation for them to successfully integrate into family, school and society.

[References]

[1] Li Guizhi. Practical strategies for music education for special children [J]. Music Education in Primary and Secondary Schools, 2017,06:16-17.

[2]Li Juan. The impact of music education on children with intellectual disabilities[J]. New Campus (Mid-term), 2017,06:16.

[3]Lu Huiting. A brief discussion on special education Music teaching for mentally retarded children [J]. Youth, 2016, 10:117. ;