Image thinking training in music teaching

The ultimate goal of education is to cultivate people with creative talents. He must have both a high degree of abstract thinking ability and a high degree of image thinking ability, and these two abilities are the dominant functions of the left and right brains of humans respectively. In the past education, due to the one-sided view that image thinking is a low-level thinking activity and abstract thinking is a high-level thinking activity, there was not enough research on image thinking. Image thinking activities are only limited to the early childhood stage. Even in primary school, image thinking training is ignored. Even in a subject like music, which mainly develops right brain functions, image thinking training is also ignored. Music is an art that is both expressive and plastic, and also has the characteristics of uncertainty. It plays an important role in cultivating emotions, associations, and imagination. In the past, music education ignored the cultivation of this aspect and focused too much on the teaching of music knowledge and skills, which restricted the development of students' image thinking ability. Therefore, it is necessary for us to strengthen the training of image thinking in music teaching.

According to the characteristics of image thinking, we can conduct image thinking training in five aspects: cultivating intuitive ability, emotion, association and imagination, music memory, and creativity to develop students' image thinking.

1. The accumulation of rich musical representations cultivates students’ intuitive abilities

People’s ability to perceive various things is the basis of image thinking. Only a rich accumulation of images can provide the basis for image thinking. A vast world. The scope of perception is very wide, such as vision, hearing, touch, etc. Music is an important means of cultivating hearing. Having strong hearing ability is of great help in improving intuitive ability and can promote the development of image thinking.

The accumulation of representations of music can be roughly divided into two categories: one is the accumulation of representations of various musical elements, and the other is the accumulation of representations of various musical works.

Musical language is composed of various elements of music, such as melody, rhythm, timbre, harmony, etc. It is one-sided to simply regard music class as a process of teaching songs. To strengthen the training of image thinking, we must pay attention to the accumulation of representations of various musical elements.

For example, when we teach "The Dream of the Little Paper Boat", we not only need students to be able to sing, but also need students to feel the beauty of the melody, the stretch of the rhythm, the changes in intensity, and the accompaniment of the lute by singing this song. Sound effects, etc. Regular training can gradually improve students' ability to think in images.

Being familiar with more musical works is another important way to accumulate rich musical representations. The reason why composers create works of different styles is closely related to their rich accumulation of musical works.

They pay attention to collecting various musical materials anytime and anywhere and use them in their works. For example, the slow movement of Dvo?ák's "From the New World" symphony is taken from a black folk song, Tchaikov's The fourth movement of Key's "Fourth Symphony" takes the theme of the Russian folk song "There is a Little Birch in the Field", and the melody of "My Motherland" by Chinese composer Liu Chi was born from the melodies of dozens of Chinese folk songs. of. The accumulation of a large number of musical works has enriched people's image thinking, which is of great significance to the development of creativity. Therefore, in music teaching, we must let students master a large number of musical works. According to the latest music textbook statistics, students at the primary school level will sing A certain number of songs and appreciation of 135 musical works from ancient and modern times, both at home and abroad, will greatly enhance students' accumulation of musical representation and lay a good foundation for the development of image thinking.

2. Cultivate rich emotional images through music

An important feature of thinking is emotion. From a psychological point of view, emotion is people's experience of their attitude towards objective things. In order to express their feelings, people often resort to sound. From shouting, cheering to singing, they are all expressions of emotion, and music is the art that is best at expressing emotions. Soft, slow, and weak music is consistent with people's calm state of mind, intense, fast, and strong music is similar to people's mood when they are excited, and the depressive feeling caused by descending melody is similar to people's sad mood. The mood is the same, so people often use music to express their feelings.

Under the influence of strong musical emotional factors, image thinking has been further developed.

To cultivate students' rich emotions through music, we must first cultivate students' interest in music and use all methods to activate students' enthusiasm. For example, the currently advocated pleasant teaching, participatory teaching, and interesting teaching are all effective. Good approach. Secondly, students should be encouraged to use music to express their emotions. Singing and playing are the best ways to express inner feelings, because the process of singing and playing is the process of expressing inner emotions, a deeper revelation of inner emotions, and a sublimation of feelings. For example, when students who were exiled during the Anti-Japanese War gathered together, they would always sing "My home is on the Songhua River in Northeast China..." to express their nostalgia for their fallen hometown and their hatred for the Japanese invaders. Although "Two Springs Reflect the Moon" is an excellent Chinese piece, it can also evoke the same emotions in foreigners. The famous Japanese conductor Seiji Ozawa experienced a deep "heartbreaking feeling" when conducting this piece.

Inspiring students' emotions in music teaching is inseparable from singing and playing. Injecting rich emotions will make the singing (music) more infectious, which in turn will inspire students to be more For deep, intense emotional activities.

3. Cultivate association and imagination to develop image thinking

Association and imagination are the main ways of thinking in image thinking. The process of music creation by a composer is first of all a process of image thinking, whether it is a theme extracted from life or from literary and artistic works; whether it is inspired by a scene and emotion, or inspired by a certain art, In short, the image that interests him first appears in his mind, and then he is created using musical language and musical expression techniques. When we appreciate a piece of music, we must also follow the musical image created for us by the composer to explore the prototype of the composer's image when he created it. Although unfortunately, due to the uncertainty of music, we often cannot, sometimes even impossible, return to the original image of the composer when he created it, but the emotional feelings towards the music may be very strong and similar. Generating various imaginations based on the same emotional feeling is a good opportunity to cultivate association and imagination. For example, when we hear a piece of cheerful music, our imaginations will be diverse: a gathering of friends, a festival carnival, a harvest dance, the joy of an outing, etc.

In music teaching, cultivating students' association and imagination can be carried out from the following five aspects.

1. Master the expression techniques of music. ?This is a necessary condition for arousing association and imagination. For example, the fast arpeggios of the piano are like running water, the third notes of the flute are like the chirping of birds, the round beats of the timpani are like thunder, the fast chromatic descending melody is like the image of rain, etc.

2. Accumulate conventional tunes. ?It can make people associate with the customs and customs of a specific area or a specific historical background. For example, when you hear "Xintianyou", you can think of the scene of the Loess Plateau, and when you hear "Jasmine", you feel like you have seen the beautiful water town in the south of the Yangtze River.

3. Encourage students to "think wildly" based on specific emotions? The past view was to prevent students from making up stories while appreciating music. If students were encouraged to spread their imagination based on correctly feeling the emotions of music, would it be more beneficial to the development of image thinking?

4． Perform selective imagery training frequently. ?Teachers first provide an imaginary range and students choose suitable music. For example, if the teacher proposes a pastoral scene, students can choose "Senjidma", "Pastoral", "The Tortoise and the Hare" to start the music, etc.

5. Enrich students' feelings in all aspects and increase the depth and breadth of their imagination.

4. Strengthen music memory and promote the development of image thinking

Image memory is one of the functions of the right brain. Strengthening the cultivation of memory can promote the development of image thinking. Thinking is very dependent on memory. Since music has fluid characteristics, tracking and understanding music must rely on memory. That is to say, after the actual sound of the music disappears, this "sound" must still be retained in the heart. This is the "inner sense of music". The formation of this ability is of great help in improving memory.

There are two ways of memory, one is abstract memory, and the other is image memory, that is, associating memory with a certain image. Anyone with a strong memory has a strong ability to remember images. For example, a high-level chess player can play chess without looking at the chessboard. In fact, he has an image of the chessboard in his mind. A picture is worth a thousand words. Musicians generally have strong memories. Mozart was able to record the multi-part "Hymn" from memory, and Mendelssohn was able to rewrite the lost orchestral score from memory.

Strengthening the cultivation of memory in music teaching can:

1. Listen to the melody. The teacher plays a general melody and the students sing it in a model singing style.

2. Listen to the melody and fill in the blanks. For example, 56│54│(32)│1-│, the teacher plays the notes in brackets, and the students fill in ?. 3. Memory theme. Memorize a large number of various topics, improve music memory, and strive to memorize knowledge and knowledge.

4． Read the music score silently to train your inner sense of music and strengthen your memory.

5. Enjoy again and again. In order to maintain memory, after a session, repeatedly appreciate the works you have learned.

5. Combine the cultivation of creative thinking with the development of image thinking

Cultivating students' creative thinking is a reform of traditional education. For a long time, we have been accustomed to the teaching method of teachers talking and students listening. Even the reformed heuristic teaching still has the disadvantage of limiting students' thinking within the scope prescribed by the teacher. In music teaching, in the past, we thought that students were good students if they could sing and play, but now it is not enough. If you can not only sing and play, but also create, you are a good student.