There are many ways to teach music, and the most classic is teaching method, which is also the most commonly used method for music teachers. But there are many other teaching methods besides teaching methods. Let's learn them together.

Music teaching method

1. Teaching methods

Teaching methods to encourage teachers to impart knowledge to students through oral language. It includes: narrative method and interpretation method.

Advantages:

A. Let music teachers have full initiative;

B. It is easy to master all the music knowledge and common sense in the transmitted music curriculum standards and textbooks;

C. enable students to acquire more systematic and coherent knowledge in a short time.

2. Demonstration method

Demonstration is a teaching method in which teachers display teaching AIDS such as objects and pictures, perform demonstration singing and performance, or use modern audio-visual means to guide students to acquire perceptual knowledge.

practise

Exercise is a teaching method that requires students to complete certain actions or activities repeatedly under the guidance of teachers, so as to form certain skills and skills and cultivate creative ability.

talk with each other

Conversation is also called. Question and answer method? 、? How to ask questions? It is a way for teachers and students to ask each other questions, guide students to use existing knowledge and experience, acquire new knowledge through reasoning, consolidate old knowledge and enhance memory. It includes heuristic dialogue and question-and-answer dialogue.

Step 5 discuss methods

Under the guidance of teachers, students inspire each other, discuss and debate and express their opinions in order to solve a certain problem in teaching.

Step 6 appreciate the method

Appreciation method is a teaching method for students to experience the artistic expression of music works under the guidance of music teachers, so as to cultivate their emotions and cultivate their aesthetic sense.

7. Discovery method

The discovery method is also called. Exploring methods? Do students use textbooks or materials compiled according to the discovery process provided by teachers? Rediscover? ,

A teaching method to master knowledge and cultivate creative thinking and discovery ability.

8. Situational approach

Situational method is a teaching method that follows the principle of reflection theory, makes full use of images, creates concrete and vivid scenes, and mobilizes students' learning emotions.

9. Access method

Broaden students' horizons and receive education from real life, such as music performance and appreciation, music and sister art, music and related culture. Traditional music and art activities and fixed-point visits of all grades are limited by the school's economic and cultural conditions.

10. Rhythm method

Develop students' ability to experience music through various sensory channels and enhance the coordination of body movements. The basic elements of learning music are mainly in the lower and middle grades of primary schools, and there is no limit to the teaching activities of other grades.

1 1. Creation method

Cultivating students' innovative spirit and ability Music, improvisation, performance and composition have the characteristics of multidirectional, initiative and randomness under the guidance of teachers, and are difficult to control.

12. Game method

Develop students' sense of rhythm, action coordination, sensitivity, expressiveness and creativity in music speed, intensity and timbre. The imitation and creation of action images is the main content, and the middle and lower grades of primary schools are the main content, which is closely related to children's age and limited by age characteristics, teaching time and teaching environment.

How to carry out chorus training in primary school music teaching

1. Basic exercises

(1) singing posture

Whether the singing posture is correct or not directly affects the coordination of various organs. Only when the posture is correct can the vocal parts function normally. Correct singing posture: the body is naturally upright, relaxed and full of energy. The feet are slightly separated one after the other, and the center of gravity is on the front foot, so the body is naturally stable; Eyes should be straight, eyebrows, eyes and mouth should be in a positive state. The chest naturally stands up, the lower abdomen contracts, and the arms naturally droop. The correct feeling should be as if a straight line is formed between the lower abdomen and eyebrows, and the neck is connected with the back and waist, so that breathing can be unimpeded. When singing, you can give actions according to the inner feelings of the song, but the actions should be concise and generous, and avoid gilding the lily. [ 1]

(2) Singing breath

Breathing when singing is different from breathing when talking in daily life. In the breathing exercise, I ask the students to stand, each put his hand on his waist and take a deep breath, so that all the students can inhale together and stay for a moment after inhaling, gently? Psst? Breathe out slowly in a controlled way, gently, calmly, evenly and stretch.

2. In the lively and interesting training, know the chorus and enter the chorus.

(1) Understanding Chorus with Animal Call

Primary school students' thinking is characterized by thinking mainly in images, and gradually transition to abstract thinking, so it is easy to understand and remember specific images. According to the psychological characteristics of primary school students, I make full use of the familiar sounds in students' lives to inspire students to associate interesting animal images, and then imitate the sounds of animals to achieve the purpose of harmony. For example, children like animals. I asked the students in class: Have you ever heard a chicken crow? Let them learn how to crow. Students are happy to learn chicken? Gigi? Cry. Ask again? Have you ever heard a duckling crow? Let them? Hey hey? Learn to dodge and ask again? Have you ever heard a chicken and a duckling crow together? Then inspire students to say that chickens and ducklings are both soloists and chorus. This? Widowed by swimming? Students' understanding of chorus is vivid, and their minds are initially associated with chorus. When teaching singing, I divide the students into chickens and ducklings, and let them practice transposition with me according to the vocal music:

In the process of training, I ask students to attach great importance to my gestures: one hand represents the chicken and the other hand represents the duckling. Alternate hands, or split or close, and guide students to practice repeatedly. Through such teaching singing, students initially have the impression of harmony.

At the same time, I told the students: Is there a difference between the quack of an old duck and the quack of a duckling? And let them study separately. After the students finished learning, I told them that both the old duck and the duckling were called chorus. It is also a chorus of old chickens and chickens screaming together. This summarizes the concept of chorus in students' minds.

In order to keep the onomatopoeia of the two parts consistent, I further adapted this song as follows:

This song requires students to sing lively, brisk, flexible and fast. Singing in this kind of study can enliven the atmosphere and students are very interested.

(2) intuitively train melody tone and sound range.

According to the psychological characteristics of primary school students, I pay great attention to training in melody, tone and sound range with intuitive methods and means that they can see and touch. I prepared some roll call cards, such as 1 3 on the piano, so I took out these two cards and asked the students to sing 1 3 together. Then I showed two cards at the same time and asked two groups of students to sing |. As a routine training method, this method is widely used in junior chorus teaching.

At the same time, I put the scale gesture? Kodaly teaching method? Applied to teaching, it has played a very good auxiliary role. This method uses seven different gestures to represent seven different roll names, and uses the position of gestures to represent the high-low relationship of sounds in visual space, thus helping beginners to form a correct pitch concept. In specific teaching, I first tell students what various gestures represent, and then practice singing with piano sounds and gestures. On this basis, I play the piano and make gestures, so that students can practice listening and singing by listening and watching gestures, thus combining abstract pitch and visual gestures that are difficult for primary school students to understand, resolving difficulties and realizing the combination of vision and hearing.

After these exercises, I went one step further, leaving the piano at a fixed pitch and watching gestures and singing intervals. The specific way is to practice singing melody first, and then sing harmony. I divide the students into two groups, A and B, and my left and right hands command one group respectively. When my left hand succeeds. Rice? Gestures, group a sing together? Rice? ; Right-handed? Do what? When gesturing, group B sings? Do what? ; When both hands make different gestures at the same time, the two groups sing their own voices at the same time, thus forming a chorus.