Experience of junior high school music teaching model essay (1) Chorus means that a song is interpreted by many people. The effect of chorus depends not only on individual singing level, but also on collective cooperation, which is an extremely complicated and arduous process.
In teaching, we should first pay attention to organizational work. Teachers are required to have good organizational ability, influence and affinity for students. Can guarantee the teaching time at least twice a week. As the saying goes, "You can't eat hot tofu if you are impatient". No matter how good the musical talent is, you can't learn it at once. You need to study hard for a long time.
First, there must be a plan. The improvement of chorus level is not achieved overnight. I think it will be at least a few years before I can say that I am decent enough to participate in some competitions. Then the teaching in these years must have goals and priorities. First of all, we should pay attention to the unified training of sound and breath, and then slowly give the training of harmony and hearing, multi-voice chorus, intonation and song practice. From easy to difficult, step by step. At the same time, let students realize that chorus is not a stage for individual performance, but the result of a group cooperation. Reject in unison: "personal heroism."
Second, be patient and persistent. Be sensitive to students' voices, have a keen sense of hearing, correct bad voices immediately when you find them, and pay attention to the correctness of your singing. Because students are very imitative, the wrong voice is wrong. Don't rush for success. The practice of songs should be meticulous and perfect, not rough. In teaching, we will encounter difficulties of one kind or another. We must persevere with a sincere heart and never be discouraged.
Third, we should strengthen our own music cultivation and chorus cultivation. As the saying goes: "To give students a glass of water, you must have a bucket of water or even a jar of water." Only with high self-cultivation, can we master songs with ease, have keen hearing and cultivate excellent chorus. In this regard, you can consult more experts, listen to more concerts and watch the conductor's handling, so as to continuously improve your musical literacy and chorus literacy.
When I was training the chorus of the song "Defending the Yellow River", I first asked the students to accurately sing the melody and rhythm and their strong and weak laws. Then ask the students to understand the emotion of this song and express their infinite love for the motherland. Then I am teaching students how to achieve the best effect of chorus with a unified voice.
Chorus is a long-term and complicated work, which needs our music teachers to grasp constantly. Only in this way can our music career go further.
After the second phase of curriculum reform, junior high school music lessons have been divided into music lessons in the first and first grades of preparatory school and art lessons in the second and third grades. Compared with comprehensive and diversified art classes, music classes should highlight the characteristics of subject-based, and use musical means and methods to finally achieve the core educational goal of cultivating students' aesthetic experience ability.
Here, combining with some effective measures I have taken in junior high school music teaching, I will talk about my experience.
1, with music as the main line, reasonably organize and integrate the contents of teaching materials.
The content of the new textbook is thematic, such as "folk songs handed down from generation to generation" and "European folk song and dance music". Each theme is a unit, which is divided into music humanities, appreciation, singing, creative activities, music common sense and other sections. At the same time, the unit themes of each semester correspond to each other. When dealing with teaching materials, teachers should take music as the main line, closely focus on the music and humanistic themes of this class, and organically connect the contents of listening, singing, acting and knowing, so as to make the whole class focused, clear in structure and smooth in artistic conception, thus stimulating students' strong aesthetic motivation and desire for music; At the same time, we should pay attention to the internal relationship between the parallel units of textbooks in each semester, review the previous learning content by introducing, transitioning and summarizing music and humanities, and also pave the way for the new curriculum, stimulate the interest in further exploration, and enable students to achieve mastery through a comprehensive study.
2. Master the basic elements of music, and comprehensively apply the means of music to all teaching sections.
Although each lesson in the textbook is divided into listening, singing, performance, common sense, inquiry and other sections, we can't use these musical means in isolation when dealing with section teaching. For example, in appreciation teaching, besides listening, rhythm imitation, momentum rhythm or singing are added; Emphasize auditory guidance and kinesthetic cut-in in singing; Through appreciation and browsing, we can draw a summary of music humanities or review-practice has proved that the comprehensive use of various musical means in different teaching links can obviously deepen students' feelings about music and their memory of melody, thus improving the teaching effect.
3. Teachers and students interact and communicate through music.
There are many ways of communication between teachers and students in the classroom, the most of which is language communication. Teachers should be good at making use of the particularity of music discipline, seize the appropriate opportunity, and use the language of music for special communication, so that the effect of learning and interaction will be twice the result with half the effort: for example, rhythm imitation, singing dragons, no need to preach and talk, so that students can improvise with the rhythm of teachers clapping; The teacher sings the last sentence, and the students sing the next sentence; Or contact each other between classmates; These friendly and casual ways can encourage and drive students to participate in activities more actively and boldly, and experience the fun of music and the tacit understanding of cooperation.
Junior high school music teaching experience model essay (3) Singing teaching in junior high school music teaching is a difficult point in music classroom teaching, because junior high school is a special period, and students have undergone dramatic changes both psychologically and physically. They are different from innocent primary school students and calm high school students. While they have their own thoughts, they also have their own behavioral characteristics. To give such a group of students singing lessons, we should deeply understand all aspects of information from students at this stage, take a high degree of work enthusiasm as the driving force, take scientific and appropriate teaching methods as the main means, and teach students in accordance with their aptitude, so that students in this special period can better love singing and sing good songs.
First, solve the singing difficulties caused by students' physiological changes
In junior high school, due to physiological changes, students' voices have also entered a period of voice change, and the timbre has changed from clear and pure to deep and hoarse, which is especially obvious among boys. This causes students to be unwilling to speak and ashamed to sing. Faced with this situation, we should not blame students, because this is a turning point in human physiology and psychology.
In view of this situation, in our singing class, teachers should play more and sing more, so that students can sing less and listen more and think about the inner essence of songs, insist on singing softly and avoid excessive use of their voices, especially for those students who are usually crowded, oppressive and stuck. Singing softly is more important. Because of the voice change period, the vocal cords are often congested and edema. If we still sing by squeezing, pressing and jamming, it will inevitably bring a great burden to the vocal cords and seriously affect the normal development of students' vocal cords. At the same time, when choosing songs, we should also pay attention to the handling of the range, because the range of many songs is too wide, which may lead to the students' overburdening of the vocal cords in the process of learning songs, and even the behavior of staccato or even shouting. The correct choice of song range can not only rest students' throats, but also let students know how to sing when learning to sing. Therefore, when choosing songs, we should choose some songs that are close to the goal of the textbook. The speed of the song is moderate and the melody is not very ups and downs. Teachers should point out the problems existing in students' singing process and correct them in time. Correct singing methods can give students confidence in singing.
Second, solve the singing difficulties caused by students' psychological changes.
Because students are at this special stage, psychological changes will also set many psychological obstacles for the smooth progress of singing. If you can't sing loudly, you can't sing completely, and so on. In these cases, teachers should avoid songs that are too wide and have too large a range in teaching materials, and try to choose songs that are suitable for students of this age, so as to avoid students from being overburdened with vocal cords and even shouting. Therefore, when selecting materials, we should choose some songs that are close to the goal of the textbook. The song has moderate speed, small melody fluctuation and more flexible singing. In addition, the emergence of personal cultivation. Middle school students in this period began to realize that they were "adults". We began to imitate the attitudes, costumes, hairstyles and even more extreme behaviors of adults. Therefore, for this kind of behavior, teachers must grasp the degree when choosing songs, choose more songs that are patriotic, love life, publicize unity, friendship and affection, do not choose songs that are lazy and get something for nothing, and resolutely do not choose songs that have an impact on students' emotions. In this regard, we must grasp it well. We should be good at inducing students' interest in learning music from time to time, from time to time, from time to time, instead of reprimanding them and blaming them. With the gradual development of students' moral will and the gradual formation of their ideals and beliefs, their psychology is still immature and they are always in an impulsive and vacillating state. Quite a few students want to be scientists today and watch a martial arts movie tomorrow, just want to be heroes and so on. All these reflect the psychological characteristics of junior high school students' fluctuation. According to this situation, we should choose some songs with moderate themes and soft lyrics.
Third, solve the singing difficulties caused by students' inability to express their emotions at special ages.
According to the above analysis, we can adopt different methods to guide students to sing completely and emotionally.
1. Some students have good timbre, strong ability to understand the connotation of songs and can sing and dance well. For this kind of students, we invite them to lead other students to sing in class, and try to guide them to sing in the right way and teach them how to express the joys and sorrows contained in the songs with their voices. When engaging in literary and artistic activities, they can be arranged to arrange song and dance programs.
2. Some students have good timbre and strong understanding, but they don't like singing performances very much. We can't force these students to perform. We should let them sing with everyone, let them find happiness in singing and gradually attract them to sing and perform.
3. Some students have average timbre, sometimes out of tune, but like to express themselves. This kind of students ask them to sing in a low voice with their classmates, think while listening, and adjust the pitch and rhythm with their classmates' songs. Sing loudly when you are ripe.
4. Some students don't like singing, but they are literary and artistic, and have strong language expression, understanding and insight. For such a student, take a few minutes to talk about his understanding of this song, the idea advocated by this song, and what it means for people to learn to sing these songs. Let these students join the group that actively learns to sing.
The last situation is that you are not interested in singing and don't want to take part in literary activities, especially when the teacher doesn't want to wake up to answer questions and prefers to be an audience. When these students are learning to sing, we must attract their attention, so as to gradually attract them to sing and achieve better singing effect.
Of course, there are other situations, which are not common. When we are in singing class, we should carefully analyze and distinguish the students in a class in advance, make full use of the students in the first four situations to teach the whole process of singing class, pay close attention to the students in the fifth situation, and let them consciously abide by discipline and complete the teaching process of singing class more completely.
In short, let students speak scientifically, master the basic knowledge of singing, let students sing emotionally and let students sing completely, which are the problems that our music teachers should pay attention to in the process of singing teaching. Only through different teaching means and methods can students actively participate in singing, and only by adapting to students' situation and people can our singing become more and more exciting.
Junior high school music teaching experience model essay (4) As a music teacher, I am still very good at piano teaching. Piano teaching is my best. Through continuous teaching, I have my own objective understanding of piano teaching. Summarizing my own piano teaching, I have the following experiences:
First of all, explain the background of the work and the author's life, so that students can better grasp the expressive force of music.
In the teaching process, introduce as much as possible about the author's life, such as the year when the author was born, the works he created under what circumstances, the motivation of his music performance and what kind of feelings he expressed. Through this vivid description, students will have a certain interest in the track. In addition, it will also play an important role in grasping the essence of music.
Second, the cultivation of musical sense is the foundation and key.
Piano performance is an active activity under the premise of sensitive hearing and independent fingers; This kind of different movements of hands and the coordinated use of various organs in the whole body must follow regular, scientific and permanent training, and strive to understand and express music, so as to master piano playing skills.
First of all, the sense of music is very important for piano learners. So, how to cultivate and develop children's sense of music?
Appropriate expressions can be added when practicing music, scales and etudes. Such as scales, express a kind of majesty and anger with powerful staccato; Express a kind of sadness with a slow Legato; Play with fast and light fingers to express cheerful, freewheeling emotions and so on. These are all good ways to train children to play with expressions and show their acting talents. Exaggerated playing and practice of expression marks or strength marks in etudes and music. Just like Teacher Li Xin said, for example, when giving Thompson a class, you can tell the child the sound of the train running first, then tell him the length of the whole note, half note and quarter note after arousing his interest, and then tell him how the train changes from slow to fast. Add an image to show that children will be very interested in this class and then how to play.
Generally speaking, it can be simple music or etudes. As for the intensity of contrast, timbre or mood, you can ask the teacher. Listen and watch more, and don't miss any chance to perform. Children should be encouraged to perform in appropriate occasions, so that children can get better exercise and their self-confidence can be improved to a certain extent. For example, teachers demonstrate, watch concerts and listen to audio materials. Music can touch students' heartstrings, enrich their aesthetic perception, enjoy beauty and enrich their emotions. Through various acoustics and synaesthesia effects, students' emotions are stimulated, students are fully integrated into music works, and students' piano learning behavior is directly strengthened, thus achieving good teaching results.
Third, scientific methods to improve learning efficiency
1, right-wrong comparison method. While demonstrating correctly, teachers can also choose typical wrong performances and demonstrate at the right time. The purpose is to make students play correctly and wrongly by watching, listening, thinking and remembering, so as to improve their discrimination and perception.
2. Coagulation method. It is to follow the rhythm of the rhythm and connect several local playing skills to form a whole, organic and coherent best playing state. Cohesion mainly solves the interrelation among sounds, sentences and paragraphs. It is an effective way to improve the performance quality of the whole piece by repeatedly playing the last sound of the previous paragraph and the first sound of the next paragraph in time. When playing a piece of music composed of two repeated passages, many students treat it too casually, either because the connection is too tight and it seems hasty, or because the pause is too big and they lose their sense of wholeness. Therefore, the correct use of cohesion can avoid some mistakes that should not appear in performance.
3. Music practice. In the second stage, we must not ignore the method of music practice. Listening to the melody of the music is helpful to cultivate students' sense of rhythm and music, and can also stimulate students to discover their inner feelings. In the teaching process, first of all, students are required to listen to a few songs they have learned, so that students can have songs in their hearts. Then adopt the corresponding key touching method, combined with playing practice, that is, transfer the melody like a song from the heart to the fingers.
4. Interest method. Piano performance is centered on the musical beauty of the piano, based on the coordination of various organs and limbs and the independent use of fingers. Piano has a wide range, rich harmonic effects and great resonance, and is the most ideal multi-part instrument. Therefore, before students play the piano, we should tell them the value and special charm of piano performance.
5. Demonstration and explanation. It is one of the effective methods widely used in piano teaching. Especially in the beginner's stage, it is more important to demonstrate accurately, so that students can have a preliminary impression on the nature, style, technical type and characteristics of new music or etudes: beautiful melody, skillful techniques and skills can also improve students' interest. Therefore, at this stage, teachers should first perform carefully and accurately, then explain the essentials of performance, point out the key technical difficulties, teach students the specific methods of how to overcome the technical difficulties, and finally explain according to the conversion of melody mode and tonality and different style characteristics, and choose the appropriate strength and speed to demonstrate and explain. Commands are executed by left and right hands respectively. Make students have a very clear concept of the playing skills and techniques of the music and etudes they have learned.
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