On how to cultivate musical ability in music teaching

Music is a very practical subject, and all the contents of its teaching are experiential and operational, including not only the explicit ways of imparting musical knowledge and training musical skills, but also the way of experiencing. The following is my collection on how to cultivate music ability in music teaching, hoping to help everyone.

On how to cultivate musical ability in music teaching:

Abstract: Emotional experience-listening to music-body rhythm-listening to music, sight-singing-singing-creation is a cyclical and step-by-step teaching structure mode, and each cycle makes learners move to a new level of musical ability development. In this mode, learners' musical emotion can be naturally developed. In the contact and communication with a large number of excellent music works, the musical ability can also be improved. More importantly, in the whole learning process, learners are always in the main position, and they can become a person with good musical perception and creative consciousness because of their active and conscious participation in music.

Key words: music teaching, musical sensibility and creative consciousness

1. Emotional experience of music

Emotional experience of music is the prerequisite for the development of all musical abilities. Before children are exposed to music, there must be a stage for students to experience natural emotions. Poetic recitation and emotional story-telling are all conditions for developing their conscious musical ability. These artistic activities are the closest or most interlinked with their conscious musical ability. When children have a strong desire to express their emotions, they begin to be exposed to sound and tell them that sound can be used to express their emotions. When we are happy, the high-pitched, lively and jumping voice can express our happy mood; When we are sad, a low, dark and slow-paced voice can express our sad mood. The voice that expresses emotion, we call it music. Music can also imitate the wonderful sounds of nature, such as thunder, birds chirping, and flowing streams. When children have this understanding, tell them that music is their closest friend in life, and they can pour out their inner happiness and sadness with the help of extremely rich music. After this stage, you can start to get in touch with music.

second, listening to music

with the connection between real emotion and music, you can enter the teaching of listening to music. The music you listen to at first must be music works with distinct emotional selectivity, so that students can have a keen sense of musical emotions when they first come into contact with music. But the music you listen to must be complete or relatively complete, even if it is a small piece.

Because people can't fully express the overall image of music until they master certain solfeggio ability or certain singing and playing skills, people can fully feel the music while listening to it. This kind of feeling ability existed in the structure of human psychological ability even before the clear auditory representation was formed. Of course, the initial musical sensibility is very vague and rough. However, the wholeness of listening to music is the key to the development of the overall ability structure of music. Therefore, many successful teaching methods take learning to listen to music as the first step to develop musical ability.

3. Body rhythm

Body rhythm is produced on the basis of real emotional experience and correct listening to music. As the first and most natural performance of the listener's active participation in music, body rhythm plays a very important role in the process of learning music. Although body rhythm is in a very primary stage in the development of musical sense of movement, music psychologists believe that it is "in the primary stage of music teaching, it may not be possible to find other ways to develop musical sense of rhythm more directly and effectively than rhythmology. Here, rhythmology is understood as expressing musical rhythm with simple movements that children can easily do".

The basis of body rhythm is only people's response to music sound at the physiological level, which includes the instinctive feeling of rising and falling melody lines, changes in beat and rhythm, and the relaxation of the body. However, the basic musical emotions have begun to be vaguely felt at this level. Musical works are not fabricated by composers at will, but are essentially externalized forms of composer's emotional experience. Every excellent musical work is a complete spiritual life, an emotional expression, and the body rhythm urges people to go deep into the musical emotional experience while listening to music. Body rhythm can also be a very high-level response to music works, just like a conductor grasping the whole symphony with accurate and concise movements. Body rhythm does not replace auditory training, but it greatly strengthens the conscious awareness of listening to music and lays a good foundation for the development of musical hearing.

Fourth, listening and solfeggio

This stage is also called solfeggio, combined with the necessary music theory knowledge teaching. There is no pure perception in the process of music learning. Perception must be combined with feeling, and auditory representation must be combined with mode feeling. The task of this stage is to cultivate the musical auditory ability necessary for various musical activities such as music performance, appreciation and creation. Children began to learn to reproduce the musical images they heard or saw with natural voices. Musical psychologists believe that in order to establish children's initial musical auditory representation on the basis of a good sense of mode, they must start with listening to or solfeggio a complete melody. Even the simplest melody fragment should include a musical process of "relaxation-tension-relaxation" from a stable tone to an unstable tone to a stable tone, so as to experience the most basic emotional changes. The study of intervals should also be grasped in the complete mode melody. Only in this way can the auditory imagery ability be based on a good sense of mode. The development of musical auditory ability is a very complicated process, and the forms that can express musical emotions are also extremely rich, such as timbre and rhythm changes, but in the category of expressing music through the change of pitch relationship, the sense of mode is always an important core.

V. Singing and Playing

With the foundation of listening to music and body rhythm, and the most preliminary auditory imagery ability based on the sense of mode, students can begin to develop their singing and playing ability. Singing and playing are the high-level abilities of sports sense. Singing and playing all need high-skilled motor perception ability, which is a meticulous and sensitive local functional movement. For example, the throat, vocal cords and breath movements in singing, and the finger and arm movements in playing the piano can only be acquired through certain skill training. However, the training of this skill can only be started after children have a preliminary musical feeling ability and a strong desire to express their emotions through music, while the learning of instrumental music should also be after the learning of singing and the students' desire to sing through musical instruments.

From the perspective of movement mechanism, the sense of movement of singing and playing is high-level and difficult, while from the perspective of psychological mechanism of music feeling, the body movement of singing and playing is local and low-level, which must obey the overall feeling of the performer to music and the change of body tension caused by the overall feeling of music. When the local tension is dominant in the process of singing and playing, this kind of music performance is lack of expressiveness. Therefore, in the training of singing and playing, learners are first required to learn the physical relaxation and psychological positive state.

VI. Music creation

Music creation is a high-level musical ability. In a narrow sense, music creation and music creation means that creative creators use their imagination to organize and create new music materials memorized by their brains and produce new music images. Music creation in a broad sense also includes singing, playing and a series of musical activities involving learners' imagination. Therefore, singing and playing are often called "second creation" of musical works. No matter what kind of music creation, it is essentially the behavior and result of people using their musical imagination. It can be seen that in all musical activities and all musical emotional experiences, people's imagination is indispensable.

any kind of musical ability is developed on the basis of musical feeling ability, that is, musical emotional experience ability. Music education is fundamentally an artistic and aesthetic education, not a pure skill training. Musical emotional experience is the key to arouse the educatees' interest and enthusiasm for music, and it is also the driving force for the development of musical skills and directly constitutes the core part of musical ability.

How to cultivate the ability of music appreciation:

Abstract: The cultivation of children's musical aesthetic ability plays a very important role in the individual development of children. Teachers should let children fully experience the beauty of timbre, rhythm, melody, harmony and texture of music through listening, singing, rhythm and music games, so as to cultivate their noble sentiment and aesthetic taste, and realize the construction of perfect personality and the improvement of overall quality. This paper mainly discusses how to cultivate children's musical aesthetic ability from four angles: listening activity, singing activity, rhythm activity and music game activity.

Keywords: music education for children

Professor Guan Jianhua, a famous music educator in China, pointed out: "Music art education plays an important role in developing people's intuition, inspiration, healthy emotions, cultural accomplishment, temperament and personality, thinking and behavior, national consciousness and world consciousness. Therefore, music has a cultural value that cannot be ignored in the overall development of people. " Beautiful music can not only bring great fun to children, make them physically and mentally healthy, but also cultivate their feelings about the beauty of everything. Especially the colorful timbre changes, modes, tonality and harmony contrast in music, all these musical expressions show the laws and characteristics of beauty. Cultivating children's musical aesthetic ability, so that they can fully experience the beauty of timbre, rhythm, melody, harmony, texture and so on, has a positive effect on the cultivation of their good personality, the harmonious and healthy development of body and mind and the cultivation of sentiment. The following will discuss the specific ways to cultivate children's musical aesthetic ability.

1. Listening to active music is the art of sound and hearing, which reflects natural phenomena, social life and people's thoughts and feelings through sound. To lead children into music and feel the beauty of music, we must first cultivate their listening habits and abilities. With the help of sound images in music works, we can cultivate children's keen sense and subtle discrimination ability, enter the kingdom of music through the perception of sound, and cultivate musical aesthetic ability. Children can be trained to listen in the following ways to stimulate their emotional desire to listen, enjoy listening and be able to listen. First, lead children to enjoy children's songs and fully experience the beauty of human voices, such as Happy Birthday to You, Finding Friends, and Lullaby. The lyrics of these songs are easy to understand, and they sing things around children, which can stimulate their interest in listening; The second is to lead children to enjoy some descriptive and vivid music, feel the mood and musical image of the music, and experience the beauty of the notes, such as Toy Soldiers March, Puppy Waltz, Musical Fairy Tales and so on; Third, enjoy famous Chinese and foreign music works or fragments thereof, such as Moonlight (Bandari) and Wild Bees Flying (rimsky). At the same time, the wonderful sounds from nature, such as the sound of water drops, rain, thunder, the whistle of the wind and the chirping of cicadas, can all be the source of children's appreciation.

second, singing is a direct means to feel and experience aesthetic feelings in music teaching. The ancients said that "silk is not as good as bamboo, and bamboo is not as good as meat". German music theorist Subart pointed out: "Human voice is the original sound of nature, and all other sounds of nature are just distant echoes of this original sound. The human throat is the first purest and most outstanding musical instrument created. " Singing can make children devote themselves wholeheartedly, cultivate their sense of music and beauty, enrich their aesthetic ability of music, and maintain their enthusiasm for music all their lives. In singing activities, children should experience the joy of singing, learn basic singing skills, and understand and express the image, content and emotion of simple children's songs. In addition to the whole class singing together, the singing form can also use the methods of receiving singing and rotating singing. The content of songs should not be too difficult, mainly to let children fully experience the fun of singing, thus stimulating the interest in singing songs. In order to achieve the aesthetic purpose, teachers should guide children to develop good singing habits, accurately pronounce words and use breath properly, so that children can clearly and accurately express their contents and emotions with songs.

III. Rhythmic activities Rhythmic activities generally refer to all body art performance activities accompanied by music, which are mainly divided into two types: creative rhythm and group dance. The development of rhythmic activities is to guide children to feel the rhythmic beauty of music through actions, so as to effectively cultivate and develop their sense of rhythm. When children imitate or creatively make various rhythmic and vivid movements with music, it can well promote the development of children's imagination, thinking and creativity. Moreover, the requirements of body rhythm in rhythmic activities can help children learn how to coordinate the relationship between various parts of the body, between the body and music, between the body and others, and between the body and the surrounding environment. Teachers should pay attention to guiding children to do corresponding actions with music accompanied by music, and explain the music they hear with actions. In rhythmic activities, teachers should do the following: first, guide children to actively participate in activities and move with music; The second is to stimulate children to think boldly and show their feelings about music rhythmically through body movements; The third is to guide children to create some beautiful movements by using the materials they have learned in sports.

iv. Music game activities Music game mainly refers to playing games with the accompaniment and command of music, which should not only keep the fun of the game, but also give full play to the musical characteristics of the game. Through music games, children can really enjoy art, feel the charm of art, cultivate their hobbies and interests in music, and develop their musical aesthetic ability. The contents of music games include: song and dance games based on song and dance; Performance games with plots and role performances, listening and distinguishing games by listening to sounds and music and making quick responses, etc. The design of music game activities should first pay attention to rhythm, stimulate children's body movements with activities, let children move naturally in activities, and make their limbs and thoughts active accordingly; Secondly, music game activities should pay attention to interest, and music, movements and activities should stimulate children's interest and make them have aesthetic experience and feelings; Thirdly, every game action should inspire children to create their own music and improve their musical sensibility and creativity. ;