The "Music Curriculum Standards" clearly point out: Music and related culture are a concentrated expression of the humanistic attributes of music classes and an important area that directly enhances students' cultural literacy. It helps to expand students' musical cultural horizons and promote Students’ cultural experience and feelings, cultivating students’ abilities of appreciation, expression, creation and artistic aesthetics, and improving students’ comprehensive cultural literacy. Therefore, establishing the concept of music culture and strengthening music culture education in school music education is a very urgent task for schools at present.
In music teaching, teachers use a variety of methods to guide students to actively participate in music experience, such as exploring the creative background and connotation of songs (music), and letting students understand the composer’s life and life experience, Stimulate students' curiosity about the works themselves, penetrate bits and pieces of music cultural knowledge into students' hearts, let students truly realize the breadth and depth of music culture, expand students' musical cultural horizons, and subtly improve students' understanding of music. The abilities of appreciation, expression, creation and artistic aesthetics help students establish a close relationship between music and life, laying a foundation for students to learn and enjoy music throughout their lives. After several years of teaching practice and exploration, I believe that the following methods can be used to infiltrate music culture education in teaching:
1. Explore teaching materials, understand folk music, and expand music culture.
There are many contents closely related to music culture in music teaching materials. When we appreciate or learn to sing a musical work, we are not only teaching it to sing a song well or listen to a piece of music, we also need to understand the style, genre, author and creative background of the work, as well as the related information Music and cultural information. First of all, explain folk music, so that students can build up a sense of pride in learning national music, and understand that what is national is what belongs to the world, and national music is national music and the root of us Chinese people. Then, with PPT pictures and video materials, students can have more visual perception of folk music. Teachers can also bring live demonstrations of physical instruments to stimulate students' interest in taking the initiative to approach folk music.
2. Give full play to the artistic charm of teachers’ personality and arouse students’ curiosity.
Interest is a person’s cognitive tendency to actively explore something. It comes from curiosity, that is, the psychological need to explore new things. When this need is satisfied to a certain extent, interest in related things will arise (such as interest in learning). From the first class, music teachers' words and deeds must exude artistic charm and be full of artistic passion, deeply attracting students to imitate, learn, pursue and surpass. During class, teachers must be energetic, especially in the first ten minutes of class. Teachers must use language, actions, or singing to attract students' attention and stimulate their interest in learning, thereby generating a desire to learn.
3. Carefully design lesson plans to change teaching methods and create a classroom teaching structure that combines singing and movement.
In teaching, we not only emphasize the training of singing skills, but also guide students to express and create beauty. Students should be left with a lot of space to think, speak, listen, act, feel and experience. Create a classroom structure that combines singing and movement, so that students can perceive while singing and show their own creations through movement. For example, the song "Youth Dance" has strong characteristics of Xinjiang dance music, strong rhythm and full of joyful atmosphere. During teaching, students can't help but dance to the songs. Before learning this song, I first showed the students audio-visual pictures about Xinjiang customs, introduced the characteristics of Xinjiang dance, and demonstrated a few simple movements. The students were very interested and actively followed the movements, and then choreographed various movements according to the lyrics, allowing students to freely express the joyful scenes in the dance music.
4. Use motivating evaluation methods to stimulate interest in learning.
Being good at applying motivational evaluation in classroom teaching can not only enhance students' sense of honor and pride, but also activate the classroom atmosphere and stimulate interest in learning. In the minds of students, teachers are one of the most prestigious people, and every word and deed of teachers will have a great impact on students' growth. In terms of learning, they are very happy when they are praised and can generate greater enthusiasm for learning, while they are prone to negative emotions when they are criticized. Therefore, classroom evaluation under the guidance of the new curriculum concept should reflect the principle of motivation and focus on encouraging students positively, so that every student can experience the joy of success in the classroom, so that every student can grow happily with self-esteem and confidence! During a singing teaching group singing together, I directed from the front while the students sang passionately below. During this period, I found that a classmate who was usually naughty was not singing seriously, but was imitating my conductor's movements. Although the movements were not so standardized, he looked very engaged and the beat was relatively accurate. When the song ended, I responded to him in time. He affirmed his performance and corrected his actions. Of course, he also pointed out his shortcomings in class and criticized them. Later, I found that he did not show dejection after being criticized when he violated disciplines in the past, but looked at me happily and kept nodding. In future classes, I found that he performed better than before. When we met after class, he would ask me for advice on music.
In addition, group competitions in singing teaching are conducive to mobilizing students' interest in songs and cultivating students' collective sense of honor. Before the competition, I asked the students to listen carefully to the performances of other groups and provide scoring standards so that the students could serve as judges to evaluate each other.
They were then guided to evaluate the song from aspects such as emotion, pitch, speed, intensity, etc., and finally the best commentator was selected. In this way, in a joyful and intense atmosphere, students not only improve their musical expression and language expression skills, but also know their own strengths and clarify the direction of future efforts, allowing students to change from passive to active.
When evaluating students' music scores, most teachers use one song or piece of music to evaluate students' music scores, and this will inevitably dampen the enthusiasm of some students. Music is a comprehensive subject, and students with different talents can express themselves in different forms. After every two units of content, I will hold a small concert. I let the students freely combine and perform according to the teaching materials by singing, playing, dancing, etc. The students themselves select representatives to form the judges and compete in groups. , perform individual talent performances after group competitions, and good performance can add points to the final grade of the semester. Practice has proven that this method can reduce students' fear of exams and allow students to actively participate in music activities. The students were very engaged during the assessment process, and the class was lively and orderly, which not only cultivated a sense of cooperation, but also cultivated students' innovation and arrangement abilities.
5. Expand the vision of music education and improve students’ music aesthetic appreciation ability
School music education should incorporate social music education into its own vision and integrate music education with students’ daily music life organically connected. Therefore, we should do everything possible to provide students with various types and styles of music experience, try our best to broaden students' musical horizons, and cultivate music listeners with the ability to identify music aesthetics.
“Only what belongs to the nation belongs to the world.” If we want students to truly understand the beauty of music and create beautiful music, national music is a must-learn lesson. However, for today's middle school students, it seems that pop music, or specifically pop songs, is closer to them. This requires us teachers to go deep into the students and understand and be familiar with the music they like, even the bad ones. Only in this way can we become their friends, remove the dregs for them more accurately and quickly, and improve their ability to appreciate music. For example, when I was enjoying singing and dancing music, I first played the accompaniment tape of "Good Days". Because it was familiar to me, the students soon started singing, which aroused their interest. Then, I introduced the music of Yangko to the students to let them understand that the creation of pop music will also use ethnic music as material.
Finally, the group performed Yangko to the melody of "Good Days". The classroom atmosphere was very active and the expected teaching effect was achieved. When appreciating folk songs, I introduced the music of some ethnic minority singers such as Tengger, Yi Renzhi, and Arirang Group into the classroom, and put them together with the folk songs of their ethnic groups - Mongolia, Yi, and Korean, for students to appreciate. And inspire them to find out the characteristics of folk songs of different ethnic groups. When talking about national musical instruments, I give an example of "Horse Racing" and use the music of the erhu to introduce the rich musical expression of the erhu. Also, when guiding students to appreciate "Listening to Mom Talk about the Past", in order to facilitate the students to better understand the content of this lesson, I played the song "Grateful Heart". Many students can sing this song, but they don’t understand its true meaning. I affectionately introduced the lyrics of the song and its creation background to the students, focusing on describing the greatness of family love. When I listened to this song again, the classroom was extremely quiet. A kind of deep warmth quietly rippled in the classroom, and the songs closely connected the emotions of teachers and students. While completing the teaching content of the textbook, I will seize the opportunity to recommend to the students some things that students like to listen to, such as excellent national songs and excellent foreign songs in "The Same Song" to enjoy, expand their musical horizons, and improve their Music aesthetic ability and music appreciation ability.