How to improve the singing ability of primary school students. Guo Xiangying, Group B, Class 325, "Music Curriculum Standards" pointed out that "singing songs is the basic content of music teaching for primary and secondary school students, and it is also the form of expression that students are most receptive to and willing to participate in." China Teacher Wu Bin, an expert from the Music Education Research Association, made a concluding speech at the opening ceremony of the “National Primary and Secondary School Classroom Singing Teaching Exhibition and Seminar” and proposed that primary and secondary school music classes should “sing well, sing well, and be good at singing.” He clearly pointed out, “Singing includes training in the following aspects: correct posture, regular training habits, correct and effective breathing methods, smooth pronunciation, rich and delicate emotions, correct and clear articulation, and legato and staccato skills. Among them, the singing of pauses, legato and staccato are particularly important skills, which are also difficult to master. In addition, sensitive and touching song interpretation and artistic processing and charming performances are also very important.” Students' singing ability is an important task in current music teaching. Over the past few years, I have worked hard to improve students' singing ability through various teaching methods. Next, I will talk about some of my experiences in improving students' singing ability.
1. Pay attention to systematic and scientific vocal exercises to improve the overall quality of singing
I believe that if you want to "sing well, sing well, and know how to sing", you must first learn how to sing well. A certain way of speaking. Only by knowing how to use your voice correctly can you achieve a higher level of singing. Vocal practice is an essential way to master scientific vocal methods. Therefore, in music classes, the design of vocal exercises is particularly important.
In music classes, the design of vocal exercises should follow the laws of children's physical and mental development. Children in the lower grades, especially those who have just entered the first grade, almost always sing with "white voices" and the phenomenon of shouting is serious. In response to this situation, I first let them learn to sing softly and know the correct posture for singing. In the design of pronunciation exercises, "u" and "o" and humming "m" are often used as vowels for practice. These vowels not only help students find the head voice position more easily, but also control the volume well. In the design of the melody, the range should not be too wide, usually between the fifth and sixth degrees, because the vocal cords of children of this age are still relatively fragile. In addition, when conducting vocal exercises in lower grades, some interesting exercises should be designed according to their age characteristics, such as:
Example 1, 1=D-G 2/4
1 2 3 4 | 5— | 5 5 5 | 5 5 5 | 5 4 3 2 | 1— ||
(Teacher) How do kittens meow? (raw) meow meow meow meow meow meow meow meow meow meow.
Example 2, 1=D-G
2/4 1 2 |3 — | 3 2 |1 —| 3 4 |5 — | 5 4 |3 — ||
(Teacher) A strong wind blows (student) Huhuhu (Teacher) A gentle breeze blows (student) Huhuhu
These interactive vocal exercises between teachers and students are not only childlike, but also enhance The relationship between teachers and students creates a harmonious learning atmosphere. More importantly, students can imitate the teacher's voice well for vocal practice.
By middle grade, students have developed the habit of singing softly. At this time, they should improve their singing ability and do some targeted exercises, such as legato and skipping exercises; expand their vocal range practice; chorus practice, etc. Here are some specific examples.
Example 1: Legato practice 1=C-G 4/4
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Requirements: beautiful and coherent voice, steady and even breath.
Example 2: Sound skipping exercise 1=C-A 2/4
Requirements: The sound is light, short, and granular.
Senior students already have certain singing skills and abilities. There are also more choral songs in the teaching materials. For vocal exercises during this period, you can do more choral exercises: such as 1=C-B 4/4
(This vocal exercise can be changed according to the teacher’s command gestures. , practice legato, skipping, stress and various changes in intensity)
2. Pay attention to the guidance of song appreciation to improve students' perception and understanding of music
Appreciate songs and establish a correct concept of sound
As for singing, children in lower grades think that the louder and "loud" they sing, the better it sounds; in middle and senior grades, they think pop singing is the best. These wrong ideas mislead students, how can they sing beautiful songs. Therefore, if you want students to sing well, it is very important to establish a correct concept of sound. The most effective way to establish a correct concept of sound is to let students listen to more excellent children's songs and discuss with them to put the correct concept of sound into practice. The concept of sound is instilled in them. Over time, children will understand that a high-positioned head voice that is suitable for their age, supported by breath, and a round, full, and bright voice is the correct and beautiful voice, and they will work hard to practice towards this goal.
The academic goals in the "Music Curriculum Standards" point out that children in lower grades "experience music with different emotions and can naturally show corresponding expressions or make body reactions." In teaching, I often use contrast The method allows students to feel the different emotions expressed in the songs. The language expression ability of students in middle and senior grades is further enhanced, and their ability to understand music is also strengthened. At this time, they should be guided to not only listen and distinguish the emotional contrast between different songs, but also to feel the subtle emotional changes between each section or phrase in a song. For example, during the teaching of the song "Sweet Secret" in the sixth volume of the human version, after listening to the teacher's model singing, I asked the students: "Has the mood of the little protagonist in the song changed?" After some discussion, , the students summarized three psychological activities of the "little protagonist": first, the nervousness of putting the oranges quietly into the teacher's drawer, fearing being discovered; second, the anxiety of waiting for the teacher to quickly open the drawer and discover the secret; Third, the song expresses the students' sincere love for their teachers. I further asked: "How do you feel the emotional changes from the teacher's singing?" During the teaching, I once again asked the students to listen to the teacher's singing, and guided the students to pay attention to the intensity, speed and other musical elements of the teacher's singing. Changes, as well as the use of singing techniques such as continuous singing and skipping singing. Students will find that when the teacher sings the first and second phrases, his voice is light, short, and weak in intensity; in the last two phrases, the voice becomes coherent and the intensity is obviously strengthened. In order for students to accurately express the emotions expressed in songs, teacher's guidance is very important. The design of the questions must be clever and targeted in order to guide students to pay attention to the emotion of the song and the emotional expression of the singer.
3. Pay attention to singing songs with both voice and emotion, and strengthen the expression of emotions in singing
When students master certain singing skills and have musical emotional experience and accumulation, It is necessary to apply this knowledge to the singing of songs. The "Music Curriculum Standards" point out: "In teaching, attention should be paid to cultivating students' confident singing and comprehensive artistic performance abilities, developing students' performance potential and creative potential, so that students can express personal emotions and communicate with others in the form of music. , harmonize emotions, enable students to enjoy the pleasure of beauty and be emotionally cultivated in music practice activities.
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