1. Problems in music appreciation teaching
Music appreciation teaching has made great progress in content arrangement, teaching methods, teaching concepts and many other aspects since it was incorporated into the basic curriculum of school teaching. Especially since the 21st century, music appreciation teaching has paid more attention to students' dominant position and the rationality of textbook arrangement, which has significantly improved students' music appreciation ability. However, due to the influence of the tradition of exam-oriented education, the application of multimedia and the introduction of western teaching system, there are still some problems in music appreciation teaching.
1. Over-reliance on multimedia breaks the wings of students' imagination and association
In music appreciation teaching, it is understandable to use multimedia and video images to deepen students' understanding of music connotation. However, the excessive dependence on video has caused the lack of students' own imagination. If you appreciate The Yellow River Cantata, this piece of music is magnificent in style, vivid in image and very strong in picture sense. Students can easily distinguish the content of the movement without the help of picture display. However, while playing music, some teachers show students pictures of the roaring Yellow River, the trackers who are pulling boats hard and the people who are fleeing everywhere. In this way, after a class, students have no time and room to imagine association at all, and the music appreciation class has become a picture display class, which seriously affects the development of students' imagination.
2. Subjective interpretation of classics deprives students of the right to participate in music appreciation
The more classic music, the richer its content. The content of classical music is not solidified, single and unchangeable. The changes in historical period, social environment, life experience and cultural accomplishment will all affect the appreciation of music connotation. However, in the music appreciation class, some teachers do not repeatedly let students listen to the music sound, properly explain the musical terms, and subtly guide students' imagination. Instead, they indoctrinate students with various interpretations of reference books and textbooks as authoritative explanations of music, completely ignoring students' own feelings and understanding of music, depriving them of the right to participate in music appreciation.
3. Paying too much attention to the basic objectives has destroyed students' interest in active exploration.
The teaching objectives of music appreciation teaching are divided into basic objectives and development objectives. The so-called basic objectives mean that teachers ensure students to master basic knowledge of music theory and appreciation methods according to the syllabus. The development goal is set for students' interest and personality, and its purpose is to develop students' interest in music, develop students' musical potential and cultivate students' sense of music. However, in the current teaching process, some teachers pay too much attention to the basic teaching objectives, instill a lot of music theory knowledge into students in the appreciation class, and force students to remember. For such an unattractive and boring class, students soon lose interest, let alone actively explore and explore the mysteries of music.
second, how to cultivate students' music appreciation ability
Music education is an indispensable part of quality education. "Music Curriculum Standards" points out: "Music appreciation is an important way to cultivate students' musical aesthetic ability. It is of great significance for enriching students' emotions, cultivating students' sentiments, improving students' cultural literacy, improving students' physical and mental health and improving students' personality. " So, how to cultivate students' music appreciation ability and improve their music cultural accomplishment?
1. Stimulating students' interest is the key to cultivating students' music appreciation ability
From the psychological point of view, interest refers to a person's positive attitude towards something or activity and his psychological tendency to actively know, master and learn. Stimulating students' interest in music appreciation is the key to cultivate students' music appreciation ability. How to stimulate students' interest in music appreciation? First, entertaining. In the process of music appreciation, teachers can connect music appreciation with story background and attract students with vivid and interesting stories. For example, Liang Zhu, the beauty of this piece of music is not only reflected in the beautiful timbre of the violin, but also in the sad love story behind the music. Teachers can tell students the process of Liang Zhu's acquaintance, acquaintance and love, separation and death by telling stories, and then let students enjoy this wonderful music. When students are interested in vivid stories, they can naturally enter the atmosphere of music appreciation. Second, teach by listening. The cultivation of music appreciation ability is inseparable from the important link of "listening". However, the connotation of some classical music is too subtle to arouse students' interest. Teachers can start with pop music or light music, let students listen repeatedly, understand the connotation of music in listening, and improve their music appreciation ability. Third, teaching in writing. The process of music appreciation is the process of transforming abstract feelings into actual images, which is inseparable from language expression. In the process of music appreciation, teachers can let students translate their feelings into words and then show them to others. Students will feel a sense of accomplishment when they see their own appreciation results, and then they will be more interested in music appreciation.
2. Guiding students to participate actively is the principle of cultivating students' ability of music appreciation.
The reformed new music appreciation course is not only for teachers. While emphasizing the guidance of teachers, it highlights the main position of students and pays more attention to the importance of students' participation in the classroom. The main task of teachers is to adopt various teaching methods to arouse students' enthusiasm and initiative, so that students can participate in music appreciation activities in a relaxed, happy and pleasant atmosphere. For example, when appreciating the song "The Rising Sun on the Grassland", teachers can spare a little time to introduce the basic contents of the song, such as the background, lyrics and melody changes, and then ask students to listen to the song attentively and grasp the emotional connotation of the song. Finally, let the students discuss and study in groups, and perform the role-playing performance in groups. Students are very active in class. They spoke actively and rushed to express their inner feelings. Some students said, "After listening to this song, I felt very comfortable and cheerful, as if the world had suddenly become wider." Another student said: "When I listened to this song, a feeling of joy came to my mind, and all my troubles seemed to disappear at once." Wait a minute. During the role-playing performance, students improvised a sketch based on this song, and skillfully embedded lyrics in the sketch. This kind of teaching process gives full play to the enthusiasm of students to participate in the classroom, and makes students truly become the masters of music appreciation classes.
3. Developing students' imagination is the key point of cultivating students' ability to appreciate music.
The reason why music has the power of touching people's hearts is that it uses melody, rhythm, harmony and other musical elements as the basic means of expression, and stimulates human auditory organs through the spread of sound, so that the appreciator can accept the sound of music and store and construct the musical image in his mind. It can be said that the formation process of musical image is the process in which imagination plays a role, which determines that imagination does not come out of thin air, and it needs the assistance of specific musical situations. Therefore, creating a reasonable and appropriate music situation has become an important method to develop students' imagination. For example, when appreciating the ancient song "Moonlit Night on a Spring River", the teacher can describe the beautiful scene to the students according to the content of the song: when the sunset is sent away by the dusk drum and the garden moon is ushered in by the flute sound, people sail a boat and roam comfortably on the river. On both sides of the bank, the green hills are green, the flowers are shaded, the water is full of waves and the oars add sound. From a distance, the lights are in a trance, and from a close look, the water is flowing with gold, which is a relaxed and pleasant scenery in the south of the Yangtze River. With the teacher's narration, a moonlit picture of the riverside will slowly emerge in students' minds. At this time, the boring staff and abstract notes in the book become a concrete and sensible picture in the students' imagination, and the students' music appreciation ability has been improved in this change.
4. Enriching students' emotions is the goal of cultivating students' ability to appreciate music.
Emotion originally refers to a psychological experience that appears with human beings knowing and transforming the world. It appears in music and becomes the deepest factor in music appreciation. Hegel once said: "Music is the language of the soul, and the soul expresses its deep joy and sorrow through sound, and obtains comfort in expression, surpassing natural feelings." From this passage, we can see that music appreciation can infect and edify students' emotional world, so that students can build up their love for their parents, friends, others and all good things in a subtle way, and then become a qualified citizen with elegant taste and noble character. So how to enrich students' emotional world? First of all, students should have a general understanding of the emotions contained in the music, which is only based on students' listening to the music, and is not a real emotional experience. Secondly, students should have a clear understanding of the reasons and background on which music emotion depends, so as to understand the emotional connotation of music more deeply and accurately. For example, after listening to Erhu music "Two Springs Reflecting on the Moon", students can accurately grasp the emotional tone of the music-sadness. However, what does this sadness come from? This requires students to dig deep into the creative background of this music. After the teacher tells the story of A Bing's life, the students understand that this sad feeling has a great relationship with his lonely life, the dark old society and the wandering experience. At this time, students can't help but feel sympathy for A Bing, hatred for the old society, admiration for his musical talents and other feelings. These feelings come together and form a part of students' music appreciation ability.
5. Absorbing the essence of pop music is the way to cultivate students' ability to appreciate music
If classical music, foreign music and folk music are big meals for music appreciation, then pop music is just like snacks besides big meals. Although it does not have the implicit connotation of classical music, the majestic momentum of foreign music and the long history of folk music, its content is close to reality and easy to understand. The tune is simple and catchy, which is very popular among young people. Therefore, absorbing the essence of pop music has become an important way to cultivate students' music appreciation ability. For example, Jay Chou's Blue and White Porcelain has a beautiful melody, which skillfully combines the characteristics of traditional music and modern music in China, forming a fluent, subtle and elegant aesthetic feature. Another example is the lyrics in the song Snail: "Little sky has big dreams, I have my own sky", "I will climb up step by step and wait for the sunshine to look at his face quietly", "Should I put down my heavy shell and find out where there is blue sky", and so on. These lyrics have shaped a snail image that is hesitant and persistent, and conveyed the spirit of struggle of new youth who never give up and have no regrets.