1. Gardner believes that in order to understand children's artistic development, it is necessary to understand three systems in the process of life, namely: (production system, perceptual system and sensory system).
2. The two kinds of attachment of kindergarten music works are attachment to form and attachment to reproduction. 3. The three stages of children's art development are: (0- 1 year old) pre-symbol stage, (2-7 years old) symbol application stage, and (8 years old) continuous progress and possible retreat stage.
4. The syntactic factors of music are melody, harmony and rhythm. 5. The two aspects of rhythm are beat and rhythm.
6. The two aspects of children's sense of beat are the sense of rhythm of two beats and three beats. 7. Non-syntactic factors of music include timbre, texture, speed, music structure and dynamics.
1. Children's three body movements are stationary, moving and moving with objects.
2. The motionless action can be discussed from four aspects, namely, the part and the whole, space, level and weight. 3.3-4 years old children's voice can reach the range of d 1-b 1. The voice of children aged 4.4-5 can reach the range of d 1-c2. The range that children aged 5.5-6 can reach is d 1-d2.
6. The two types of song improvisation are lyrics and spontaneous singing. 7. The form of children's music creation is improvisation.
8. The key experience of music production is action production, singing and performance. 9. The original knowledge in children's music learning is beyond the sound of music. 10. The most important feature of music reproducibility is its connection with children's life experience.
1 1. The two factors that restrict the effectiveness of children's music perception are perception in action; Perceived content points to the style of music form. 1. The main orientation of kindergarten music curriculum goal is expressive goal.
2. The four levels of preschool children's music curriculum goals are music curriculum goals, age stage goals, unit goals and specific activity goals. 3. The standards of preschool children's music curriculum content organization are continuity, sequence and integrity.
4. The four basic problems of kindergarten music curriculum evaluation are what to evaluate, who to evaluate, why to evaluate and how to evaluate.
5. Preschool children's musical skills include body movements, voice expression, percussion and improvisation. 6. The two purposes of paving the way in kindergarten music teaching are to pave the way for music aesthetic experience; Pave the way for the life experience itself. 7. Two foreshadowing in kindergarten music teaching, one is to pave the way around the purpose; Pave the way from a comprehensive perspective. 1. The age target of rhythm experience has a stable beat; Intensive rhythm type.
2. Rhythm and beat are divided into nursery rhymes and regular games. A song with a lively style.
3. The three musical materials used to learn the timbre of percussion instruments are the sound materials used for percussion instruments; Sounds that can be simulated by percussion instruments in life; Improvise percussion works.
4. The four kinds of music materials used to learn human voice are audio materials that distinguish speaking, singing, whispering and shouting; Stories; Songs; Used to identify other sounds. 5. The age target of style experience is lullaby, dance music and March.
6. The musical feature of the March is that the March is characterized by uniform beat, distinct rhythm, prominent remake and neat structure. 7. The two types of March are elegant March and noisy March.
1. production system: the product of production system is action, which is aimed at the purpose, not just simple body movements.
2. Perception system: The product of perception system is cognition. From the perspective of music learning, it is the recognition and confirmation of various music forms and styles. 3. Single-note rhythm: Single-note rhythm consists of only one or two notes.
4. Reproducibility of musical works: Syntactic forms and non-syntactic forms in musical works are mainly used to describe or depict the nature of objective reality such as people, things, places and things.
5. Form of musical works: Musical works involve composition or improvisational music design composed of syntactic and non-syntactic factors. 1. Storytelling songs: refer to those songs whose lyrics have stories.
2. Music improvisation: it is a form of music creation, in which one or several people spontaneously interpret, express and create a musical work at the same time.
3. Lyrics creation activity: It is an activity that uses children's language development ability before music ability, and mainly uses the psychological energy of singing in lyrics creation to promote the automation of voice control ability.
4. Spontaneous singing: Children hum melodies around simple tones according to familiar song fragments or simple words or no words.
5. Perception system: The result of perception system is emotion. From the perspective of music learning, this emotion can include any emotional reaction about children.
1. Kindergarten music curriculum goal: it is a means to achieve kindergarten education goals, and it is the sum of all kinds of music education activities to help children gain music experience and promote the harmonious development of children's body and mind.
2. The content organization of preschool children's music curriculum: under the guidance of music values, the selected curriculum content elements are properly organized into the structure of kindergarten education activities, so that the elements of education activities have a synergistic effect in the dynamic educational activity structure system, thus effectively achieving the goals of kindergarten music curriculum. 3. Musical skills: refers to the performance of perceiving the reproducibility and expressiveness of music that conforms to the musical features, that is, musical ability.
4. Skills: refers to the ability to do body movements, throat muscle control, percussion muscle movements, etc. These have nothing to do with music. 5. Image: it is an image expression form formed by imagination, and it is the unity of perception, representation and emotion.
1. Expressiveness of musical works: Expressiveness of syntactic and non-syntactic forms to human emotions and emotions in musical works.
2. Spontaneous singing: Generally speaking, children hum melodies around simple tones according to familiar song fragments or songs with simple words or no words, many of which are considered as scale songs. When the child's body keeps swinging, the tunes of these scale songs will match up and down.
5. In-line dance: refers to group dance with two in-line formations as the basic formation. Short Answer Questions
1. Music can express two emotional states:
Answer: (1) shows emotions close to human tone of voice and gestures;
(2) Expressing a wide range of emotions in the sense of life.
2. What are the opportunities for improvisation?
Answer: (1) The development of timbre inquiry activities;
(2) Entering the transmission link of musical thinking; (3) Music creation.
1. Briefly describe the theme of Swedish Rhapsody:
A: paragraph a shows the scene of farmers carrying labor tools to the fields, then watering and loosening the soil and then going home;
Section B shows how the seedlings grow sturdily and play with their peers.
Section' A' also shows the situation of farmers carrying labor tools to the fields, watering and loosening the soil, and then going home.
1. The development characteristics of children's sense of rhythm are:
A: 3-4-year-old children can get a stable sense of rhythm through a lot of body movements and percussion performances;
4-5-year-old children understand the beat through too fast and too slow coordination, and understand the rhythm pattern through ballad recitation;
5-6-year-old children have been able to understand the rhythm of songs, can independently complete the conversion of fast and slow beats, and can understand the theme and motivation of rhythm.
2. The age characteristics of children's speed perception are:
A: 3-4-year-old children can use simple body movements to combine medium-speed, slightly faster and slightly slower music;
Children aged 4-5 can distinguish between speed and speed, and can adjust the speed of body movements; Children aged 5-6 can distinguish and understand all the conversion relationships between speed and speed.
1. Features of songs suitable for children's interests:
A: (1) The lyrics are vivid and have the flavor of children's language, which is convenient for children to recite;
The theme is prominent, the story is strong, and children are easy to perform; Consistent with the tone of the words, children are easy to sing.
4. The types of music works that preschool children can copy are: A: (1) reproducible instrumental music with regular sentence patterns and childlike interest;
(2) Reproducible adult instrumental music with regular sentence patterns; (3) Reproducible instrumental music with irregular sentence patterns.