Cultivation of "creativity" in kindergarten rhythm activities

1. Create a musical environment and construct a children's life management model using music as a means

Improve the kindergarten Environment, establish a music environment that allows children to fully participate in visual, auditory, kinesthetic, etc., and beautify the overall environment of the garden, such as the flowers and trees in the garden, green grass, bright colors of the building site, corridors, aisles, and stairs. Beautiful artistic conception and children's works, while building a children's life management model using music as a means, such as: morning entry music: choose relaxed, beautiful, and fast-paced nursery rhymes, such as "Ding Dong Ding Dong" to adjust children's emotions and make them happy. Children enter the kindergarten happily; music for morning activities: choose songs with bright rhythm and cheerful songs such as "Mr. Wang Has a Land" or "Dance of Flowers", "Naughty Little Gentleman" and other group dance music to adjust the mood of children's activities. Emotions, generate interest in participating in rhythmic activities; Lunch music: choose smooth, beautiful, moderately loud piano music such as "Play"; After-dinner walking music: Choose beautiful and comfortable trumpet, saxophone music; Nap music: Choose soft, quiet Lullaby; wake-up music: choose pipa music such as "Fishing Boats Sing Evening" in volume from weak to medium-strong to speed up children's awakening; departure music: choose joyful Cantonese music or folk songs, operas, etc. Let children be infected and influenced in this multi-faceted audible, perceptible and imaginable atmosphere, so that they can subtly accept the baptism of music, generate the impulse to dance, and stimulate children's creative potential.

2. Select music and actions in a targeted manner based on the age characteristics of children

Before creating creative rhythm activities, explore the teaching materials based on the activity teaching materials and the actual level of the children. There are "points" in the creation, and the content and difficulty of the creation are arranged step by step, so that every child can experience the fun of creation.

(1) Music selection:

In the small class age, choose children’s songs that are familiar to young children or general Chinese-style music. Give children ample opportunities to gain familiarity and love for these types of music, and carry out creative activities, such as "This is a Little Soldier" and "Little Bird Flying"; at the age of middle class, especially in the later stages of middle class, consciously and gradually Add different Chinese styles of music with national characteristics, such as "The Wolf Is Coming", "Three Monks", "Pretending to Be the Bride", etc. adapted from ancient fables, so that children can obtain national "cultural heritage" to improve children's understanding of different Ability to perceive music; at the senior class age, choose music with obvious exotic styles and a small amount of adult music with moderate emotions and stimulation. For example: "Naughty Little Gentleman", "Venice Music", "The Girl from the Opposite Side Comes Over", etc. The unique and cheerful music style can arouse children's interest in dancing and stimulate the desire to create choreographed movements.

(2) Action setting

Small class: When selecting materials, the main consideration for action is "general life actions", and at the same time, attention is paid to gradually adding "rhythm imitation actions". In addition, simple dance movement learning is also introduced bit by bit in the later stages of the small class;

Middle class: On the one hand, pay attention to improving the difficulty of "general life movements" itself, and on the other hand, further improve the "rhythm imitation" At the same time, the proportion of some basic dance movements that are difficult to teach in the overall learning content has also begun to gradually increase.

Large class: Basic dance movements and group dances have gradually become the main learning content of rhythmic activities, while general daily life movements have gradually taken a back seat.

3. Carry out creation activities in four stages according to the different development levels of children

In the first stage, creation and termination of modeling are carried out. Children are required to make their favorite modeling action in the last beat or section of the rhythm. The creation of this single modeling movement allows children to accumulate experience and stimulate their interest in creation. For example: the bird's foraging action in "Birds Flying", the soldier's bomb-dropping action in "I Am a Soldier", etc.;

The second stage is to create movements for phrases or sections. Select a certain phrase or section in the rhythm and let the children create it. For other phrases and sections, the teacher has designed the movements in advance or does not make specific requirements. Such as: rhythmic "Monkey Climbing Tree", "Aquarium", etc.

The third stage is to create the formation. Teachers first teach children how to arrange various formations, accumulate experience, and then create and arrange formations that match the different properties of music and different sections. For example: group dance "Flowers Blossoming", "Joyful", etc.

The fourth stage is to create relevant actions based on plot clues. Before creating a rhythm, first provide the children with creative ideas in the form of storytelling, and then guide the children to create a combination of movements according to the storyline, and record it with a dance chart. Such as: fables "The Tortoise and the Hare", "March of the Lion King", etc.

The difficulty of creation in these four stages gradually increases according to the child's development level. It is easy for the child to achieve the goal and actively integrate into the rhythmic activities.

(1) Scientific and correct creative concepts are the prerequisite for cultivating children’s innovative ability

1. Create an atmosphere for children to create freely

First of all, eliminate the of fear and uneasiness, producing a high degree of psychological freedom and a sense of relaxation and happiness.

If children are provided with sufficient free time and space for activities, so that they can use their existing experiences, spread the wings of their imagination, and express them freely, they can achieve more ideal results.

Secondly, encourage children to have meaningful interactions with the musical images provided in the music activities, for example: the large class rhythm "Mud Music" provides theme music and mud playing movements, but when playing with mud, How to beat the mud, pinch the mud, the clay figurines dried up, and what did the children do. What else are you using mud for? Playing mud fights, stepping on them with your feet, smearing them on your face, etc., all of these give children opportunities to imitate and imagine, and encourage them to actively interact with mud. Teachers constantly discover the best things in children during interactions, develop them, and encourage them to work and create independently. However, certain procedural "disorders" sometimes occur during activities. Teachers must tolerate these phenomena and learn to work within a loose environment. The atmosphere encourages, praises, supports, affirms, accepts and appreciates children's creative performance.

2. Pay attention to children’s self-expression and performance

Every child has needs for self-expression and performance. In creative rhythm activities, children's self-expression and performance are more perfectly reflected. Children can move freely while listening to music, express changes in music, and express their own emotions. They can be intoxicated in this fun-filled activity for a long time. In imagination. For example, "Carrying the Bride" uses the plot of the bride getting married to guide children to create and create actions such as lifting a sedan chair and blowing a trumpet. They use crepe paper as a sedan chair and a long box of oil pastels as a trumpet. They also create various actions of lifting a sedan chair and blowing a trumpet, especially Basically, the teacher's demonstration is not needed to express the dynamics of the characters, but can be obtained through one's own experience and feelings, which is very vivid and interesting. Therefore, young children are happiest and most intoxicated when they are provided with opportunities to express themselves and express themselves.

3. Establish the concept of emphasizing "process" rather than "result"

In creative rhythm activities, children themselves are more interested in the "process" of doing than the "result" of doing. The process of being interested, troubled, and doing brings great satisfaction and energy release to children. Many of their creative behaviors are reflected in the process of trying and familiarizing themselves with things, such as: small class rhyme activity "This is a Little Soldier" for children They were highly motivated to create and created a lot of actions such as blowing trumpets and fighting. However, after a while, when I reviewed this content, I found that the children’s attention to the results was much lower than their creative desire to explore in the process. .

The development of children's creative rhythm activities is to better promote the development of children's innovative ability, to stimulate children's desire to create, and to accept the different, diverse and considerable freedom of each child. Creativity. Only in this way can children's interest in creation and ability to create be better developed.

(2) Novel and creative teaching models are the key to cultivating children’s innovative ability

1. Substitution method

The substitution method refers to using a new Actions replace part of the action in the original groove. This method is suitable for children in elementary and middle classes who are initially learning to create movements. It can mobilize the enthusiasm of children to create movements, increase the freshness of children's learning, and make children feel relaxed and comfortable in the entire activity. This method is generally better to be carried out in two lessons. In the first lesson, the teacher can teach some simple movements for the children to imitate. In the second lesson, the teacher guides the children to create different movements to replace the original movements of a certain piece of music. For example: in the middle class "Little Star", in the first lesson, the teacher can teach the children simple rhythms for the children to imitate. In the second lesson, the teacher can inspire the children to create different movements of mothers coaxing the baby to sleep to replace the previous movements. You can also create and replace the blinking movements of stars.

2. Association method

Associative method is the psychological process of thinking from one action to another. For example, when creating the "Red Silk Dance", a child figured out how to throw the red silk forward. He took the opportunity to let the child make associations based on the changes in movement methods, and inspired the child to imagine how to throw the ribbon up, down, left, and right. method. The teacher can also first demonstrate an action, and then inspire the children to make associations based on the content and methods expressed by this action, and create related actions. For example, when creating the rhythm of "Children's Paradise", after the teacher taught the swing action, he inspired the children Based on the rhythm and theme, come up with other children's playground activities, such as seesaws, slides, etc. The use of this method can make children's creative ideas clearer and create richer movements.

3. Matching method

The matching method means that on the basis of children's familiarity with the nature and structure of music, the teacher presents the rhythm content in the form of stories to help children clarify the sequence of actions and Create relevant movements based on plot clues and appropriately match the movements with the music. This method is suitable for middle and large class children who have creative experience and a certain vocabulary of dance movements. For example, in the first step of the rhythm "Bringing Up the Bride", the teacher based on the nature and structure of the music , provide the designed action plot to young children. The bride is getting married - carrying the sedan - blowing the trumpet - beating the drum - the bride gets off the sedan - lifts the hijab - looks at the bride - claps her hands. The second step is to guide the children to create actions according to the plot. The third step is to match the complete actions with the music so that the children can happily master the actions during the active learning process.

4. Reference method

The reference method refers to developing on the basis of movements created by others to make children's movements more graceful. Children have rich imagination and amazing imitation ability. In children's rhythm activities, we should grasp these two characteristics of children and guide them to learn from others' movements in rhythm activities to improve their own creative movements.

(1) Learn from the teacher's actions and change from passive to active, and create new actions

In the teaching process, in order to give children the initiative, update the educational concept and change "arrangement" to "guidance" In places where it is difficult for children to express themselves with movements, children are guided to learn from the teacher's movements to improve the integrity of the children's movements. Finally, the children's movements are organized and combined into rhythms created by the children themselves.

(2) Learn from the actions of peers, turn children's independent thinking into mutual discussion, and create actions

As the saying goes, "Three stooges are better than Zhuge Liang." Teachers can help children learn to be independent On the basis of thinking, give children the opportunity to discuss with each other and help children learn to learn from their peers' movements. In the process of using movements to express music, teachers should be thoughtful and introduce children's unique movements to the whole class, watch and discuss them together. and improve this action together. When the teacher discovers that a child has added changes to this action, he will encourage him in time, so that the children in the class will know how to learn from their peers to create actions to improve themselves.

(3) Learn from the movements of professionals in the media, and turn imitation into creation and choreography

"Matador" is a piece of music with a strong Spanish style. When creating it, In view of the problem that children have no experience in movements, the children watched the dance video of "Spanish Matador". Inspired by the matador's dance, the children designed the matador's bullfighting movements as raising the head, standing sideways, shrugging, left hand on the hip, The right hand is opened and raised powerfully, and the audience's movements are designed to be like holding the skirt with both hands and exaggeratingly circling the matador. The above two movements are used alternately with the change of the music section, watching the heroic "matadors" one after another. "The innocent expression and childish movements really make people laugh, and it has a good creative effect.

With the accumulation of creative experience, children gradually realize that they can add changes by learning from other people's actions. For example, by changing the posture, rhythm, amplitude, strength, and direction of movements, you can create many movements. This is a manifestation of innovative ability.

5. Combination method

The combination method refers to combining two or more actions together to form a new action. When combining actions, teachers must first help children master the sequence rules, transfer and recombine the basic action experience they have mastered first. For example, after children learn the basic movements of Xinjiang dance, teachers consciously choose some music of different Xinjiang dance styles and let the children create movements, inspiring them to transfer and combine the basic movements of Xinjiang dance they have learned into new music to become new music. At the beginning of dance, most of the movement combinations created by children are unconscious and there are no certain rules. Therefore, children should be consciously guided to learn some combination rules. There are mainly symmetry rules, sequence rules, gyration rules, dynamic and static alternation rules, etc. Mastering the combination rules can enable children to create rhythms with symmetrical beauty and overall beauty. The relaxation, speed, strength and weakness of the combined movements can form harmony and richness in contrast. The beauty of change.

6. Game learning method

The game method uses games to visualize, simplify and game the boring dance teaching. This method is mainly used for learning basic dance steps. For example, when learning the Yangko cross steps in Han nationality dance, the more complex Yangko dance steps are learned by playing with the "tian" character pattern, and the children can easily master it. The advantage of this method is that it is not only easy to operate, but also provides children with Imagination, creativity and space. For example: when learning "stepping", the game of "big house and small house" is used. For big houses, step stepping is used. For small houses, only dotting is used. By using the game of "walking the big house and the small house", the children not only mastered You can also use tap steps to move the house and change the tap steps in different ways. This game method is the most interesting method for children to learn rhythm.

7. Chart representation method

The chart representation method is a method frequently used in the research process. It is mainly divided into three modes of expression:

(1) Use diagrams to learn creatively

In group dance teaching, there are many people, it is difficult, and the process is not easy to control. Traditional teaching methods always use boring and boring passwords to train children to arrange formations. . Because children have a poor sense of direction, their formations are prone to confusion, resulting in poor teaching effects and low efficiency. After a period of teaching and research exploration, we have conceptually changed the previous group dance teaching methods, using perceptual symbols that children can understand to simplify complex formations into clear "maps", which improves teaching efficiency and allows children to operate by themselves. , creation and creation, giving children space for autonomy, creation, and imagination. For example, the large class group dance "Flowers Blossoming" uses the "map method". First, let the children learn the group dance according to the formation of the map, and then let the group of children use the map. By creating various formations, children mastered the basic methods of learning and developed their creative abilities in the process of active exploration.

(2) Chart recording method

In rhythm activities, in order to enable children to better create plot-based actions and quickly memorize the plot of music, understand The content expressed by each section is designed to be recorded using diagrams.

At the beginning, the teacher can record the plot according to the music, and the children can express it with movements. Later, the children can be allowed to creatively record the plot and record the plot with a simple diagram. For example, when creating the movements for the song "The Rabbit and the Tortoise", I designed the map together with the child ***. Memorizing music through diagrams makes children's choreography more targeted and easier.

(3) The choreographer follows the movements and creatively draws the movement dance score

In the second semester of the senior class, the choreography skills have been greatly improved. On this basis, they It puts forward higher-level requirements, which not only require children to create and choreograph movements, but also draw the choreographed movements into movement dance scores, match them with music, and express them creatively. For example, in the large class "Learning the Tap Steps", the children not only created various hand movements of the tap steps, but also drew them into dance scores. According to the dance score, the dance moves created by a group of children are integrated and paired with music to form a very interesting dance group. Watching the movements you created turn into small combinations inspires children's sense of accomplishment and enhances their enjoyment of creation.

8. Multi-channel participation method

Psychology believes that the more and richer the perception channels a person opens in the process of understanding, the more comprehensive and profound the understanding will be, and the more creative ability will be. powerful. When organizing rhythmic activities, use a multi-pass participation method to encourage children to actively participate and guide them to mobilize various senses: hearing, vision, kinesthetics, etc. For example, in the rhyme activity "Elephant and Kangaroo", in order to let the children feel the different ranges, rhythms, tones and rich expressiveness of these two pieces of music, first let the children listen to the music of elephants and kangaroos and feel the music of "Elephant and Kangaroo". The difference between the two pieces of music "Kangaroo": slow and clumsy and easy to jump. Then let the children watch the video "Elephant and Kangaroo" to visually perceive the clumsiness and tallness of the elephant and the agility and agility of the kangaroo. Then use color blocks to express different musical emotions, and finally use movements to creatively combine the two different animals. The musical image is expressed. In this way, through multi-channel participation, children's perception, understanding, and expression of works can be more direct, comprehensive, serial, and easier to create movements.

9. Dance auxiliary method

Dance props are an indispensable and important part of dance. In rhythmic activities, stage props can be used to assist teaching to cultivate children's innovative ability and enhance their desire to create. For example, in "Red Silk Dance", children use red silk as a prop to create various dance movements. It can also have very good results. Another example is the rhythm "Beautiful Colored Scarf". The teacher inspires the children to imagine what they can use the colored scarf in their hands to do as a dance. Children have rich imaginations. Some children wave colorful scarves as flags, some straighten them as guns, some as dolls, some as Mongolian turbans, some as horse riding ropes, and some as Tibetan dancers. Hada, children's creative talents are fully reflected.