If we say that our understanding of the development of children's musical ability before the age of 3 is only general, rough and undifferentiated, and the focus of the description is only the general hearing, language and movement ability as the basis of the development of musical ability, then with the growth of children's age, the increase of musical activities and the development of musical ability in the true sense, it is possible for us to make some more in-depth and detailed analysis and understanding of children's musical ability between the ages of 3 and 6. The general trend of children's musical ability development at this age is:
3 ~ 4 years old. Children's desire and ability to express themselves through music have been greatly enhanced. Nowadays, music has become an important way for children to express and communicate their feelings and feelings, because children have been able to sing a simple children's song as accurately as adults, and may even hum some self-made melodies and short sentences. Although the lyrics are often repeated and the tunes are similar to the songs he has learned, it is the beginning of a great music creation activity, which shows the bud of his music creation ability.
At the age of 4 ~ 5, children's ability to feel music has been significantly enhanced. With the help of some words, children can describe their expression and grasp of musical emotions, which means that children are becoming a? An active audience? Gradually, children can get more enjoyment from music, and listen to some songs of different nature to appreciate different emotional styles, which is manifested in the improvement of children's auditory discrimination and sound control ability. At this time, children may listen to the teacher's songs more accurately and imitate them accurately. 56 years old. Children's singing skills, music appreciation level and feeling ability are constantly improved with their age. Now most children can sing some simple songs accurately, with enlarged range, more accurate rhythm, more delicate control of strength and speed, and richer expressive force. The movements of hands and feet can naturally keep up with the rhythm and beat of music, showing unprecedented enthusiasm and interest in dance classes.
First, the development of singing ability of children aged 3-6
Children aged three or four have a desire to sing well at first. However, quite a few children have problems with intonation. However, there is basically no problem in mastering the lyrics, except that when you encounter words you don't understand, you often can't pronounce clearly. Children can't breathe according to the needs of phrases, nor can they sing too fast or too slow because of their small vital capacity and short breath.
In addition, when singing in a group, they don't cooperate with each other, but sing according to their own pitch and speed. Often you are in front. After I finish, you don't care about the overall acoustic effect, it's not easy to be neat, and you don't know how to express the artistic conception of music by changing the intensity, speed, timbre and voice expression of the sound.
Under the organization of teachers' purposeful, planned and effective singing teaching activities, by the age of five or six, children's singing level will be significantly improved, especially in intonation, and they can sing the melody pitch more accurately, and they will not find it difficult to take a step forward and jump slightly, and some can sing big jumps and semitones well. The improvement of children's singing ability is also manifested in the obvious increase of volume and the extension of breath-holding time. At the teacher's prompt, they learn to breathe according to the requirements of phrases and emotions. Children can not only sing faster and slower songs, but also sing songs with more varied melodies and rhythms. In addition, their coordination ability in collective singing has also been greatly enhanced. They can gradually learn to follow the piano, listen to the rhythm and interlude, and learn to coordinate their own voices with those of other children. They are also interested in various forms of singing, such as group singing, duet, lead singing and chorus, chorus and rotation singing.
Second, the development of music appreciation ability of children aged 3-6
(A) the feeling of the nature of music love
It is difficult for 3-year-old children to understand the emotional essence of music works. When listening to music, they often pay the most attention to some special factors that express the theme, but when they listen to magnificent and powerful marches, soft and beautiful lullabies or cheerful and lively dance music, although they can't explain the differences in words, they can use music to reflect these differences in their actions.
4-5-year-old children have been able to enjoy a wide range of music works with diverse nature and style, and their ability to distinguish the nature, genre and style of music has also been greatly developed. They can quickly identify some familiar and vivid music, such as the performance of animal activities such as bear walking, rabbit jumping and bird flying, and can make correct answers with the help of picture selection or action selection.
Children aged 5-6 no longer need pictures or actions, but can directly express their emotional experience and feelings about music with language songs. They already know that music products express certain ideological content, and they can not only correctly identify the emotion and essence of familiar music works, but also perceive all the details in the works, so they no longer find it difficult to classify similar works with distinctive musical images.
(B) the basic means of music to express emotions
Children aged 3~4 can recognize the change of speed in works, and their movements can change with the change of music speed, and they can tell whether they are walking or running when they hear music. However, it is still difficult to perceive the change of strength in music, and you can hear the obvious contrast between striking the iron hard and ringing the bell gently. The ability to change the range is not stable enough. Children often can't tell which tune is high or low, and they can't tell the difference of timbre brought by different music areas and different performances.
4-5-year-old children can distinguish the obvious' speed change' and the expressive function in music, and can hear the music getting faster and faster when the pony runs out, and the music gradually slows down when the pony runs home. When enjoying music with strong contrast, you can point out the change of music intensity without difficulty. In the perception of pitch, we can hear the pitch difference of an octave apart, but it is often easy to mechanically associate strong sounds with high notes and weak notes with low notes, so it is difficult to understand and distinguish weak notes from high notes and strong bass. Through systematic and correct appreciation guidance and some interesting appreciation activities, we can also perceive some simple forms.
Children aged 3 ~ 6 can clearly distinguish the changes of speed, dynamics and range in music works, and their ability to distinguish timbre is relatively average. Children's basic lying can distinguish the different timbres of teachers and each child in the class, and can distinguish male voices, female voices and children's voices in records or recordings, as well as some familiar musical instruments or accompaniment instruments.
(3) Memory ability of music The memory of music of children aged 3-4 is gradually formed. They can remember songs, and onomatopoeia is the easiest word to remember, followed by words with concrete images and easy-to-understand content. Some abstract and conceptual words are not easy to remember because they are incomprehensible.
Children aged 4 ~ 6 have further improved their memory ability of music and accumulated more and more music works in their minds, so their aesthetic ability of music has also developed. They can clearly express their favorite or disliked music works and give simple reasons.
Third, the development of rhythm ability of children aged 3-6
The so-called rhythm ability refers to the ability of children to experience music actively, perceive the emotional expression of music rhythm and accurately reproduce the rhythm. Children with strong sense of rhythm can express the rhythm and emotion of music appropriately with their own movements. Especially for children, music and action are a natural connection, and their feelings about music are often expressed through action first.
Children aged 3 ~ 4 years old can basically do actions in sync. Under the guidance of the teacher, you can also imitate rhythmic movements such as rabbit jumping and elephant swinging its nose, and you can also learn some simple music games and dances. When performing with music, they can pay attention to the changes in the nature and speed of music under the conscious guidance and requirements of teachers, and gradually express their feelings about music with corresponding action changes according to the changes in music.
The sports ability of children aged 4 ~ 5 has been developed. They can control their muscle activities more effectively, and their movements are more relaxed and flexible. They are more experienced in doing actions with music. They are not only interested in the action itself, but also interested in expressing music with action.
The movements of children aged 5-6 are completely consistent with the music. Most of them can feel the basic beat of music, grasp the basic beat of music quickly when doing actions, and change or gradually slow down the speed of action with the speed of the beat, and can reflect the beat sound of music in two beats and three beats in the action.
Playing percussion instruments is also an aspect of the development of children's rhythm ability. The skills of 3-4 year-old children to contact percussion instruments are very simple. They just beat the time at a certain speed, but they couldn't keep up with the teacher's music rhythm. On the basis of the original basic music activities, children after the age of 5 can generally beat 100% according to the music beat. In percussion activities, in addition to percussion instruments in time, we should learn to distinguish the strong and weak beats of music, press five keys on different strong and weak beats, and master the playing methods of syncopation, attachment, weak rise and other rhythms according to different requirements of music.
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