A collection of stories on the peaks
Zheng hae-tao's feature series
Chan lijun
The new music curriculum standards state: “recognize the connection between music and other sister arts, sense the main means of expression and artistic characteristics of different art classes, and organically integrate the relevant arts and music basic courses.” this not only provides teachers with instructional guidelines, but also places higher demands on teachers: that teachers are not just specialists in music education, but also generalists in many subjects. In specific music teaching, teachers are well placed to integrate or infiltrate other distinctive artistic features, such as dance, theatre, fine arts, poetry, etc., into music teaching, to fully utilize and apply the different expressions of sister art, to integrate into integrated music teaching methods, to broaden students ' artistic horizons, to deepen students ' understanding of music and art, to reflect their musical aesthetic experience at its core, to make learning interesting and colourful, to induce students to engage actively in music practice, to respect individual musical experiences and learning methods, to improve the aesthetic skills of students, to develop good humanities and to create a good foundation for lifelong love of music, learning and enjoying music, thereby promoting quality education。
I. Combining musical and dance features to stimulate student interest in learning
Music and dance are also important vehicles for the implementation of beauty in schools, and they are almost symbiotic. In the teaching of music in secondary schools, teachers should be able to grasp the characteristics of music and dance. Among them, rhythm is an important link between music and dance. Music is the voice of dance, it's the way of love, it's the language of the dance soul; it's the shape of music, it's the way it is presented, it's the expression of outside music. In teaching, music teachers should combine the music language with the dance language in the classroom, using dance based on talk, video and music, which helps students to better understand the content of music, to feel its performance based on familiarity with dance moves and to stimulate music-loving interests. For example, teachers are able to combine dance features with the teaching of the music subject tasania. Their movements are characterized by a loose body, but they are intense, strong, fast and complex, and their main accompanies are drums, and changes in the rhythm, speed, mood and atmosphere of the whole dance are determined by changes in drums. Music, in conjunction with dance moves, goes directly into the students ' visual perception and stimulates the simultaneous acquisition of hearing and vision. For example, teachers can teach popular songs such as " apples " by allowing students to follow the rhythms of music, beats and rhythms, express their music in body and then appreciate the songs, so that the combination of music and dance increases students ' interest in learning music and makes them fall in love with music。
Ii. Special features of integrated music and theatre that enrich the aesthetic experience of students
In the middle school music curriculum, music is naturally the subject of the curriculum, and theatre is the way that music is taught - learning the concerts in the form of theatre shows brings many pleasures to students, who are planned and organized to guide them in their studies, to watch and to feel various kinds of musical plays, especially operas, linking local chinese scripts, new chinese operas, and european operas, while looking at their similarities, to look for their differences. It also guides students to learn music in the form of theatre games, storytelling, role-playing, which broadens their artistic horizons, enhances their aesthetic abilities and enriches their aesthetic experience. For example, when viewing the kyoto " red lights " clips, teachers follow the mediums of cd-roms, multimedia and so on, students learn to sing on their own. Music teachers are well placed to integrate and integrate musical and dramatic elements, so that students can sense the content of their musical work and feel its charm, thereby enriching their aesthetic experience。
Integration of musical and artistic features and development of aesthetic abilities of students
Music is the art of hearing, fine art is the art of vision, and the expression and characteristics of these two arts are permeable to each other, and the appropriate addition of art works to music teaching, particularly singing and appreciation classes, is to a large extent enabling students to enjoy and deepen their appreciation of the work of music, as well as making music teaching sound and conjunctive, greatly enhancing the appreciation and appreciation of students, and developing their aesthetic abilities, with good pedagogical results. For example, by watching debussy's music, teaching can be combined with the work of impressionist monet. Debussy's music works have in many ways shown a commonality with image drawings. In view of the volga viv, teachers allow students to listen to music while enjoying the painting " volga viv " in their textbooks, which allows them to understand the feelings expressed in songs. When the new song, " singing facebook " , allows students to draw the faces of the characters in the song, the blue-faced durdon, the red-faced gypsies, the yellow-faced tsai, the white-faced cao cao and the black-faced zhang yi, which will make them understand music better. In music teaching, students are allowed to express their music through lines, colours, drawing the melody of the music they listen to, and they can also use colours to express their feelings and feelings of the music they hear. The integration of fine arts into music teaching has had a multiplier effect in raising the level of appreciation of students, in developing their interest and in developing their creativity。
Iv. Combining musical and poetic features to improve students ' understanding
"poetry, can flourish, can look, can group, can complain." the combination of music and poetry is one of the oldest attempts of mankind, the first of which is the episode of poetry, each of which can sing in concert, as it is called, “300 poems, confucius all sings”. In specific music teachings, i often combine the features of music and poetry to improve students ' understanding of music. For example, in teaching singing songs, "the farewells" , i used wang wei's poem, "smokes in the city" , "smokes in the city, young wills in the house, more drinks in the house, free people in the west," as an entry point, to read them out in advance, to combine musically created situations with poems, to lead the students to learn from their poets, to hold on to their emotions and to enhance their understanding of the music "the farewells." soon, the teachers and students were immersed in a great distance. “outside the pavilion, by the archaeology, the fragrance. "the wind of the night willow flute, the sunset mountain..." the students sing with their voice and heart, a method that is supported by the essence of poetry in the teaching of music, so that they feel the charm of music, thereby enhancing their understanding of music and art。
The organic integration of music with dance, theatre, fine arts and poetry has made the methods of music teaching in secondary schools more colourful, distinctive and innovative. It has been used in the classroom to make the classroom more vocal and interesting, allowing students to learn a lot of emotion and taste in their brain, in their mouths and in their hands, so that the cultural and artistic upbringing of students can be fully improved。
(sub-unit: east hailong temple high school, rufufu city)
