A brief analysis of aesthetic education activities in music teaching
Paper keywords: Cultivation of aesthetic education activities in music teaching
Paper abstract: Music education is basic education and education. It is also art education and beauty education. To effectively improve the quality of music education, we must follow the laws of aesthetic education and adhere to the combination of hearing and vision, appreciation and activities, language description and imagination, knowledge and skills and performance, so that students can truly feel the beauty of music form and movement. Beauty, connotative beauty, and creative beauty enable our music education to move from beauty to goodness to truth and realize its sacred mission.
Suhomlinsky once said: "Music education" is not about cultivating musicians, but first of all, cultivating people. ?This shows that music can cultivate people's sentiments, cultivate people's innovative spirit and practical ability, enhance physical and mental health, and promote all-round development. Therefore, it has become an unshirkable responsibility of our music educators to effectively improve the quality of music education.
As an emotional art, music education must follow the rules of aesthetic education, enrich students’ emotional experience, cultivate students’ ability to feel the basic elements of music such as melody, rhythm, speed, intensity, etc., and through a variety of Sensory coordination activities are used to help students feel the beauty of music, so that they can express their individuality in both sounds and emotions, and devote themselves wholeheartedly to music learning activities. Therefore, in teaching activities, the leading role of teachers and the subjectivity of students should be organically combined, and the perfect combination of hearing and vision, appreciation and activities, description and imagination, knowledge, skills and performance should be adhered to, so as to feel the various beauties of music. .
1. The combination of hearing and vision, feeling the beauty of music
Music and art are both emotional arts and components of aesthetic education. Music is the art of sound, the art of time, and the sense of beauty through hearing. Art is visual art, spatial art, and it is about obtaining beauty visually. The organic combination of music and art is to perceive from two senses and two sides of hearing and vision, complement each other and bring out the best in each other, producing an overall effect of 1 1> 2.
The essence of music is listening. The process of listening is the process of experience, understanding, strengthening memory and exercising thinking. Music is the process by which the listener experiences melody and emotion from hearing musical effects (including pitch, intonation, rhythm, and beat). However, for students, their cognition is mainly based on intuitive image thinking, and is also limited by life, environment, knowledge, and experience. It is impossible to have a deep understanding of the things and artistic conception expressed in music, and There are bound to be misunderstandings and blind spots in perception. Therefore, listening alone will inevitably make you feel bored, and you will not be able to devote yourself wholeheartedly to deeply feeling the beauty of music. Combining hearing and vision is to integrate tangible colors into invisible sounds, allowing music to present colorful pictures, so that students can truly feel the beauty of form expressed by music.
2. The combination of appreciation and activities, feeling the beauty of music’s movement
Music educator Kolenda believes: Music education must first arouse the rhythmic movement through the combination of music and body. People's musical instincts cultivate students' musical sensitivity and quick thinking skills, and then gain the ability to experience and express music. ?This is a reminder that music has its movement characteristics. In primary school music teaching, singing accounts for 30%, which shows that music is infiltrated with sports knowledge, sports skills and sports activities. Secondly, dance and music are twin sisters. In primary school music teaching, although dance is less involved, adding some body rhythms when singing can further promote students' interest in learning. Dancing is an effective means of displaying and expressing music. The salient features of music, such as speed, rhythm, intensity, etc., are inherently active. The development and changes of music features and different styles cannot be achieved by just appreciating or explaining them, nor can they be imprinted in memory.
When students hear the march, they can step forward naturally and vigorously; when they hear the waltz, they can stretch their arms and dance in the sea of ??joy; when they hear the lullaby late at night, they can reach out their little hands and touch the air softly. When they play, their bodies will become a musical instrument and their emotions will be soothed.
The ancients said: "Every sound comes from the human heart." When the human heart moves, things make it happen. It is moved by things, so it takes shape from production. ?This means that emotions are felt and the heart is moved. When appreciation and activities are perfectly combined, there is movement in silence, stillness in movement, sound and color, and the blending of scenes, the beauty of music's movement is best reflected.
3. Combining language description and imagination to feel the connotative beauty of music
The most important aesthetic feature of music is emotional expression, and its psychological process is perception, imagination, experience and understanding. Appreciation is a kind of perception, an aesthetic activity realized through hearing. When we sang "I Love You, China" affectionately, we seemed to see towering green pines, boundless forests, fishing fires in the South China Sea, and flying snow in the North. Our thoughts were immersed in the rich artistic conception, and infinite dreams surged up. , I have to admire the motherland’s vastness, restrained depth, and unyielding strong will and spiritual charm.
But imagination is not an illusion. It is a thinking activity based on perception. For students, imagination is inseparable from the teacher's language description. Teachers use their true feelings to stir the soul strings of students, pour their full spirit into music and enter the best state of expression, and infect students through language and demeanor, and students' feelings are conveyed to the teacher through words. The teacher's language description is the best tool to remind music of lofty thoughts and deep feelings, while the students' words are the truest expression of their inner emotions. This mutual exchange of knowledge, psychology, and emotions between teachers and students cannot be replaced by any media.
But music class is not a language class after all, so teachers’ language arts in classroom teaching are particularly important. First of all, it must have a distinct literary color, requiring standard fluent Mandarin, correct words, and a melody, rhythm, strength, speed, cadence, emotion, change, and tightness like music; secondly, dreams Accurately and concisely express the creative artistic conception of the work and interpret its thoughts and feelings; thirdly, it must be vivid and fascinating, present the music image vividly in front of the students, and guide the students to enter the magical beauty of music and be influenced by art. Beautiful language expression is a kind of enjoyment and enlightenment of artistic beauty. This kind of language is in perfect harmony with the beauty of music, and it is truly the charm of the inner beauty of music.
4. Combine knowledge and skills with performance, and feel the creative beauty of music
The purpose of modern music education has shifted from simply focusing on the dissemination of knowledge and skills to cultivating innovative spirit and practical ability. Therefore, we should try our best to give students a free space, allowing them to express themselves, imagine freely, express freely, and create freely according to their own understanding, preferences, and strengths. This is the music we look forward to teaching mode.
The purpose of learning is application, while learning music is a desire to express inner emotions. Therefore, setting up and providing a platform for students to show their performance is an important sign of successful music teaching. British educator Pisper said: "If you want to enable children to think critically and independently and be imaginative, you should adopt methods that can strengthen these intellectual qualities." ?We teachers should be the organizers, collaborators, guides and guides of students' learning activities, carefully create an atmosphere where they dare to think, speak and do, help them solve problems, and encourage them to be imaginative. Everyone is observing the world with their own mind. There are a thousand Hamlets in the minds of a thousand people. This is a normal artistic effect. You must not accuse or sarcastically, because what you extinguish is probably a Hamlet. The inspiration for future talented musicians.
When the knowledge and skills of music become the basis of self-expression, and when students’ thinking enters the realm of free play, what shines through is the creative beauty of music.
The integration of music and soul, the integration of learning and creation, is the greatest success of music teaching we pursue.
Music is art, and the most essential and unique thing about art education is aesthetics. Music is beautiful, and only on the premise of educating people with beauty can the educational goal of doing good and realizing truth be achieved. In music education, as long as we strive to guide students to truly feel the beauty of form, connotation, and creation of music, thereby improving their ability to appreciate music, then music education will surely be rich and colorful and become more and more perfect, and we will be worthy of the blessings given by the innovative era. Our noble mission.
References:
[1] Chinese Music Education, 2001, (6)﹒
[2]Music education in primary and secondary schools, 2002﹒
[3]Music education syllabus for primary and secondary schools﹒
[4]Music Weekly﹒
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