In music activities, how to help students overcome the above psychological and ability obstacles, cultivate students' confident singing and emotional participation in comprehensive art performance activities, and develop their performance potential and even creative potential? I think we can combine the teacher's demonstration and inspiration to guide students to express music content through their own feelings. In the whole process of music education, teachers' demonstration is an intuitive and perceptual cognitive activity for students. But what is more important is the students' own music practice activities, so that perceptual knowledge can be transformed into inner impulse and promoted to rational instinct, so that students can enjoy the pleasure of beauty and be influenced by emotions in the activities. As we know, the formation and development of musical expressive force absolutely depends on musical practice. Practice is an important prerequisite for the formation and development of musical expressions. According to the basic concept of the new curriculum standard, I will create conditions from the following aspects, guide students to actively participate in activities, enhance students' awareness of music expression, and improve students' music expression ability.
First, recite the lyrics.
In the process of learning to sing lyrics, reciting lyrics is a more specific and easy skill for students. Here, the factor of "reading" in Chinese can penetrate into music. In this link, students can be allowed to read by themselves first, and they will often read it in a boring way, and then the teacher will "recite" it with full emotions, infectious voices and expressions, which will form a sharp contrast in the students' minds, causing infection and resonance, thus stimulating students' strong interest in the works and generating their desire to learn and express. After that, a period of recitation performance time can be arranged appropriately, so that students (especially those who are not good at performance at ordinary times) have the opportunity to fully display their talents in recitation performance. In this way, students can feel the artistic conception of songs by reciting the lyrics emotionally, so when learning to sing songs, students naturally use their own songs to reveal the beauty contained in the works.
Second, singing.
Singing is the most acceptable and willing form of expression for students. How can students be influenced by beauty in "singing", and then be nourished by the soul and improve their expressive force? It is observed that many students will sing unnaturally, and sometimes even ask "don't sing", but some students will still "shout" with their necks straight and their eyes closed. Finally, he didn't know what he shouted or sang. There is also a monk who chants sutras without expression and lifeless "chanting sutras". The reason is that they don't understand the works and have no feelings. In this regard, teachers should first correct bad singing habits from the aspects of posture, breath and vocal methods. Secondly, teachers are also required to express their thoughts and feelings vividly, so that students can feel and understand the works. Thereby generating the desire to express the work. On this basis, teachers create certain situations for students, inspire students to feel and understand the beauty of the works personally, and express their feelings about the works with songs.
Third, creation.
The music creation of primary school students is a divergent thinking activity. In music teaching, there are opportunities to give full play to students' creativity everywhere. To inspire students to perform artistic expression creatively, they should not be bound by "standard answers". If so, students' performance of the work will be rigid. ( 1)
Write lyrics: according to the melody of the song, under the guidance of the teacher's demonstration, let the students write new lyrics according to their own experiences and sing them out for everyone to enjoy. For example, in the song "Good Friends", students create many different lyrics by recalling the happy scenes with their good friends, such as "racket ball together, smile together" and "autumn outing together is really fun". . . . . . When the students sing these lyrics, their faces naturally show joy.
(2)
Creation of dance movements: In activities, students often make simple and consistent movements according to the content or image of music. In order to make the students' movements more rich, vivid and expressive, I affirmed the immature and imperfect movements of the students in the activity, and selected beautiful movements through comparison to guide the students to perform together.
Fourth, cultural performances.
In the "June 1", "New Year's Day" and other holiday celebrations and activities of the Young Pioneers, entertainment performances are generally required. Students should be encouraged to take an active part in classroom activities. In the process of program rehearsal, students' musical expression can also be exercised and improved through cooperation with their peers.
Of course, all these music practice activities, the teacher should let the students participate in the comments themselves. In the comments, students are equal, frank, harmonious and free, and some concepts that were not well understood before have been further clarified in the comments. Know who performs well and where; It doesn't matter who doesn't behave well. Only in this way can we learn from each other's strengths and achieve the effect of learning from each other's strengths.
The process of consciously cultivating and improving students' musical expressive force is also a process of improving students' quality and ability. This has a positive effect on promoting quality education and adapting to the current educational development trend.