Music appreciation is an important way to improve children's artistic literacy, aesthetic cognition, and aesthetic emotions. Music appreciation teaching in kindergarten is an aesthetic activity for children to feel, understand and initially appreciate the works by listening to music. As an important way of art education, the essence of children's music appreciation activities is the aesthetic appreciation of emotion. Therefore, kindergarten music appreciation teaching activities should always grasp the word "emotion", so that children can experience emotions, express affection, and express themselves in the dialogue with music. Emotions, so as to achieve the purpose of cultivating sentiments. 1. Based on understanding. The emotional experience of children's music appreciation teaching should be based on two "understandings". The first is to understand young children. Children are the main subjects of music appreciation, so the appreciation materials selected and provided must be consistent with the children's cognitive experience and emotional experience. For example, "Butterfly Lovers" is a popular national music in my country, and the "Butterfly" segment in it is beautiful, soothing, and endlessly memorable. Children will have different feelings when interpreted at different ages: small classes can use PPT presentations to let children feel the fluttering butterflies. The situation of dancing, and by imitating the flying movements of butterflies, they can feel the beautiful artistic conception of the music, and achieve the goal of appreciation in the alternation of movement and stillness; the focus of the middle class is to guide children to feel the emotions of two butterflies knowing, accompanying and loving each other in the music, and through appreciation activities Feel the beginning of a musical phrase; the large class focuses on guiding children to develop rich imagination and express and express their understanding and feelings of music through language and movement. The second is to understand the work. Music appreciation takes excellent musical works as the carrier, and children's emotional experience is also presented in the process of appreciating the works. Excellent musical works embody the author's lofty thoughts and feelings, great quality and touching artistic beauty, but not all musical works are suitable for young children to appreciate. Taking "Butterfly Lovers" as an example, we usually choose the "Butterfly" clip, but rarely choose the "Anti-Marriage" clip. The main reason is that the emotions of struggle, helplessness, grief and anger expressed in "Anti-Marriage" are far away from young children. The life experience is difficult for young children to understand and feel. 2. Focus on the process. Pay attention to the process of children's emotional experience. Music purifies our souls and beautifies our behaviors with its broad emotional charm. Therefore, in kindergarten music appreciation teaching, we should not only focus on the teaching of music knowledge and skills, but should also pay more attention to the cultivation of healthy and rich emotions in children. In the large class music appreciation activity "Fishing Boats Sing Evening", the teacher performs the guzheng piece "Fishing Boats Singing Evening" when the children first appreciate it, allowing the children to visually and auditorily experience the characteristics of the guzheng music that is sometimes gentle and soft, and sometimes sonorous and powerful. During the second appreciation, the teacher used multimedia technology that combined audio and video to let the children feel the emotions expressed in the music. At the beginning of the music, the children were shown moving pictures of the sun rising over the mountains, a quiet lake, and a swaying fishing boat. What they heard was The music is an introduction to a free beat. The sound of the guzheng echoes in the distance, creating a beautiful scene of sparkling lakeside and waterbirds inhabiting the lake in the early morning. In the climax of the music, children are shown a vivid picture of the joy of fishermen, and the guzheng music they hear is The intensity gradually increases, the speed becomes faster, and the mood is cheerful and enthusiastic. At this time, the children's emotions are also high and excited, and they seem to feel the joy of the fishermen's harvest; at the end of the music, the picture shown is of the boat returning away, the bright moon in the sky, the gentle The soothing melody makes children feel the tranquility of the moonlight and immerse themselves in the reverie of beauty. During the third appreciation, the teacher adopted a segmented appreciation method, allowing the children to more clearly feel the different emotions created by music of different rhythms and speeds by identifying the differences and similarities between the three pieces of music. The children were immersed in the music atmosphere carefully created by the teacher, and their emotional gates suddenly opened. They followed the music very naturally and imitated the process of fishermen pulling the net and paying attention to the children's movements. If "listening" can guide children to develop preliminary associations with music images, then "moving" can further deepen the association to specific images. Therefore, children's movement performance in music appreciation activities is a process of gradually becoming familiar with and understanding music. For example, when appreciating "March of the Lion King", children are asked to imitate the scene of the Lion King's majesty traveling and roaring to the sky, and the children will be very interested; when appreciating the Chinese folk music "Dance of the Golden Snake", the teacher divides the children into two groups and imitates the two groups. The scene of dragon boats chasing each other and not giving in allows children to feel the cyclical structure of the music. Children use movements to show the dragon boat racing situation amidst the high-spirited melody and sonorous gongs and drums, and have a deeper feel for the music. . Pay attention to the process of children's imaginative expression. The imagination space of music is unmatched by other art categories, which determines that music appreciation teaching is definitely not limited to the connotation of the work itself, but should be a very open process. Teachers should expand children's thinking and imagination space on the basis of understanding the works, trigger the explosion of children's imagination, and thus bring children into the vast world. In the small class music appreciation "Little Mouse and Bubble Gum", the original intention of the music is to express the scene when the little mouse's feet are stuck when stealing bubble gum, and the elasticity of the bubble gum bounces back to its original place during the escape process.

But during the appreciation process, some children said: "It's the little mouse sliding on the slide!" Some children said: "It's the little mouse skating!"... The children's imagination is separated from the work itself, but it is inseparable from the child's imagination. Life experience is closely connected. At this time, the teacher guides the children to imitate the movements of the little mouse happily sliding down the slide or skating, so that the whole activity reaches a climax in the children's own creation, and the children also experience the happiness that imagination and creation bring to them. . 3. Taking the creation of situations as the main line. The word "situation" outlines the unique emotional realm of music teaching formed by the interaction between a person's inner feelings and external factors. In music appreciation teaching, teachers should create an environment that allows children to see, hear, feel, touch, and move, so that teachers and children can share the emotional world contained in music together. The age characteristics of young children also determine that the level of music appreciation must be carried out in context, improved in context, and sublimated in context. Generally speaking, the creation of situations in children's music appreciation teaching is determined by factors such as the needs of the work itself, children's appreciation habits and age characteristics. There are many ways to create situations. Language creates situations. Language is one of the most common and special teaching methods. If teachers use language skillfully, language will play a magical role. While enjoying the world-famous music "Fantasy" played by the violin, the teacher chose the fairy tale "Pear Violin" to recite to the soundtrack. The beautiful language brought the children into a soft and lyrical dream world, thereby stimulating the children's inner world feelings. Some children said: "I feel like I am that little squirrel, as if I am going to sleep with the music." Some children said: "I feel the moonlight shining on me, and I feel very comfortable."... Children are interested in music The understanding of children is different. The beauty of language and the beauty of music are cleverly combined to trigger the pure feelings deep in the children's hearts, thus making them more immersed in the world of music. Light creates situations. In music appreciation teaching, the appropriate use of light can not only increase the light and dark effects of music, but more importantly, it can create teaching situations, enhance the teaching atmosphere, help children feel music, and more accurately experience the emotions expressed by music. When listening to the music "Norwegian Dance", use darker light at the beginning of the music to express the mystery of the forest, increase the brightness in the middle part to express the joyful scene of the elves dancing, and gradually dim the light at the end of the music to create a gradual transition of the elves. The scene fades away and the forest returns to calm. With the help of light, children naturally jump for joy when imitating the dance of the elf. When the elf is gone, they consciously adjust their movements and replace the cheerful dance with gentle movements. Pictures create situations. Art and music are twin sisters. Although their expressions are different, they can complement each other. In music appreciation teaching, borrowing from each other often produces unexpected teaching effects. Appropriate use of visual participation such as pictures and charts can go a long way in helping young children appreciate music. While enjoying the folk music "Autumn Moon over a Flat Lake", the teacher arranged the activity room into a scene with the theme of traditional Chinese painting. On the screen, one person raised a cup to invite the moon, or two people faced each other and played chess. Under the moon, the shadows of bamboo danced, and the insects and birds among the flowers became interesting. In such a situation, children, accompanied by soothing and melodious music, can freely expand their imagination and express their understanding of the music. Their movements are also as free and easy as the ancient literati. Tables and chairs create situations. In music appreciation teaching, a table and a chair are also related to feelings, and the placement of children's tables and chairs is also a kind of situation creation. For example, when children were enjoying "Hawking Ditty", the table and chair arrangements were cleverly arranged into a corner of the market. The teacher led the children to stand on both sides of the street and imitate the sounds of vendors. The children quickly found the feeling and the atmosphere suddenly changed. It became lively and there was a lot of shouting. In the market with changing tables and chairs, children play, have fun, feel, experience, create, evaluate, and grow. The ordinary situations created by tables and chairs produce a vivid teaching effect. Sound effects create situations. Sound effects refer to natural sound materials in daily life that are used in modern music appreciation teaching to increase children's interest. For example, using waste mineral water bottles filled with beans, sand, small stones, etc. to make different sounds, using rubbing newspapers to simulate the sound of wind and rain, and tapping pots and buckets to make "thunder and lightning sounds", etc. The situation created by sound effects can not only help teachers create an immersive atmosphere for activities, but also stimulate children's creative consciousness.