In music teaching, rhythm is the first element of music. It is like the "bone" of music. Without rhythm, melody would not exist. Rhythm is an important prerequisite for learning to sing well. Therefore, rhythm training is boring and students are generally not interested. If we don't pay attention to teaching methods at this time, it will definitely not be effective to attract students to listen and practice.
In order to solve this difficulty, I try a variety of teaching methods, so that students can participate in rhythm training happily and gradually become interested in rhythm training. The following is a summary of my teaching methods.
First, look at the picture and know the rhythm
First, draw some high and low squares with different colors on the blackboard, and the students will be attracted at once. Some are curious with wide eyes, some are very happy with a grin, and some are deeply attracted by this small square ... In this state, let the students know that one is a beat, and there is a word in the square, and the word is read a beat. In the form of question and answer, the teacher asked how many times to read two words in the box. The students immediately answered "Read and clap". How many beats do you read when one word occupies two squares? Read two beats. The students focused on uncovering the mystery in the box and understood it very well. In a few simple sentences, students will fully understand the time values of binary notes, quarter notes and eighth notes, and their interest is very strong.
Second, onomatopoeic words imitate rhythms
In the past teaching, teachers always wrote several rhythms on the blackboard, so that students could read them in the form of
"da" or clap their hands. For example, 2/4 ××××××-‖ its form is rather boring, and students who study da da da da da-‖ are not interested and are in a passive learning state. So, how to make these boring knowledge acceptable to students and easy to accept?
create music from students' real life and draw materials from it, so as to attract students' interest and active desire for learning. Therefore, in rhythm training, I ask students to explore the long and short sounds in life according to their own experience and synthesize them. Different rhythms are read and photographed with "onomatopoeia" familiar to different students. This method is convenient for students to remember and understand. When students read rhythms, different rhythms use different reading methods, so that students must think about "what notes are" and "what to read", and they can't read syllables without thinking. This method highlights the vividness of pronunciation, makes it easy to read and reduces the difficulty of teaching. For example, the basic rhythm type and the reading method:
(1) ××× |× | | Reading: drumming (imitating heartbeat)
⑴×× reading: ticking (imitating the sound of the second hand walking)
⑴××× reading: dadada (imitating the sound of horse hooves)
⑴××× reading: drumming (imitating knocking at the door)
× > [6] ×××× | | pronounced: di di di (imitating the sound of a car horn)
[6] ××× pronounced: knowing, knowing (imitating the sound of chirping)
The lower stage is the stage of perception and understanding of rhythm, and the rhythm required to be mastered is related to life according to the physiological characteristics of students. These sounds are familiar to students, so in the process of imitation, students' interest has always been high and the classroom atmosphere is very active. After repeated practice, the difficult and complicated rhythm is not difficult for them at all. Gradually, I found that although this method improved students' interest and enlivened the classroom atmosphere, students' enthusiasm for raising their hands to answer questions was high.
second, the method of nursery rhymes
The difficult-to-remember basic music theories are compiled into nursery rhymes, which are easy for students to accept. First of all, no matter the students in the lower or higher stages, they should be able to know a few basic note units at the beginning. Several commonly used time values from long to short are full note, half note, quarter note and eighth note. Then let the students understand the relationship and difference between them.
For example, in the teaching of distinguishing the duration of a quarter note from an eighth note, I showed a children's song:
Musical mother is so generous,
I chose a name and switched it.
It bothers everyone again.
Please remember clearly,
Sing a beat for the quarter note,
Don't look at the fact that eight is bigger than four,
Sing a half beat for the eighth note.
catchy, easy to learn and remember. For another example, when it is used to distinguish the duration of dotted quarter notes from dotted eighth notes, a children's song is used:
Quarter notes, eighth notes.
add a dot to remember clearly,
quarter note with a dot,
equals one beat plus half a beat.
an eighth note with a round dot,
equals half a beat plus half a beat.
When the boring and monotonous knowledge of music theory is transformed into beautiful children's songs and memorized by heart, students will feel that music is no longer mysterious to them. Freshness and curiosity dominate their learning motivation, and learning is no longer passive.
fourth, the stroke method is suitable for middle and high grades.
In the learning process of primary school, the change from concrete thinking in images to thinking mode with abstract logical thinking as the main form is generally considered as the fourth grade. Therefore, after mastering the basic rhythm in the low stage, you can try to learn more complicated rhythm and its application in the middle and high stage.
In rhythm practice, you can pronounce the rhythm with the word "da" and stroke with your hands at the same time. In order to keep the rhythm correct, the speed between beats is average. I use the transitional method, first reading it twice in the lower grades, and then developing it into practical use.