On National Music Teaching in Middle School Music Education
abstract:
National music refers to the traditional music rooted in the production, labor and social life of all ethnic groups and formed through long-term historical development, which has the morphological characteristics of national music. National music culture has two characteristics: * * identity and continuity.
First, the importance of national music teaching in primary and secondary schools
As a traditional culture and art, national music is attracting attention from all walks of life. The new music curriculum standard also clearly points out that learning China folk music will help students understand and love the music culture of the motherland and enhance their national consciousness and patriotism; Studying the music culture of other countries and nationalities in the world can broaden students' aesthetic vision, understand the richness and diversity of music culture of all nationalities in the world, and establish equal multicultural values. World peace and development depend on understanding and respect for different national cultures.
Kodaly, a world-famous music educator, pointed out that school music education should be firmly based on folk music. We should educate students with the best music. The best music is folk music that has experienced many ups and downs, is full of beautiful fantasy and childlike romanticism, is the folk music that is most full of human true feelings, and can make people's physiology and psychology in a peaceful, happy, positive and healthy state.
Second, the analysis of the current situation of ethnic music teaching in primary and secondary schools
According to the investigation results of Xu Hao and Jiang Wei on the current situation of ethnic music teaching in primary and secondary schools, primary and secondary school students generally like music art, but they don't like music lessons very much. In primary and secondary schools, 83.3% are exposed to modern pop music, 10.3% to western classical music and 6.3% to Chinese folk music. It can be seen that there are few channels and opportunities for students to understand national folk music. Carrying forward national music culture is not only the responsibility of school education, but also the unshirkable responsibility of the whole society. Among the students who have the most exposure to folk music, primary school students account for 85%, junior high school students account for 15%, and senior high school students account for 0%! It can be seen that students' interest in folk music is not high, and whether the school attaches importance to folk music teaching will directly affect students' preference for folk music. The two teachers lamented: it is shocking that primary and secondary school students are so indifferent, so lacking in attention and so depressed to national music!
Third, effective ways to carry out ethnic music teaching in primary and secondary schools
(1) Feel the national music through listening.
In music teaching, we should follow the perceptual law of auditory art, highlight the characteristics of music discipline, and put? Listen to music? Run through the whole process of music teaching. With the development of science and technology, modern multimedia audio-visual means have entered the music classroom in primary and secondary schools. It is generally believed that teachers can use film and television projection, visual image, photographic photos, icon projection and other means to let students feel the music image intuitively and vividly. But in my opinion, it's just against music, right? The art of sound is the art of hearing? This basic idea. The world-famous music teaching methods do not use vision to guide hearing, because vision will affect hearing.
In the process of national folk music teaching, only by truly letting students listen to national music can national music remain in students' hearts and national cultural literacy produce qualitative changes in students. I want to shout loudly: please don't use visual images to affect students' listening to and experiencing music.
(2) Experience national music through rhythm.
Rhythm is a musical activity that allows students to participate in and experience music through physical movements while listening to music. In the teaching of ethnic music in primary and secondary schools, rhythm is one of the indispensable and effective ways to cultivate students' interest. Teachers should constantly collect the representative movements of different regions and nationalities as the rhythm material of national music teaching, such as collecting the classic movements in production activities. For example, the folk dances of ethnic minorities, such as Koreans and Mongolians, all have their own rhythmic characteristics, either rough and bold or long and euphemistic. These materials can be used in teaching to guide students to understand the beauty of national music and greatly improve their understanding and love of national music.
It should be noted that rhythm is not an imitation action, and it does not pay attention to the form of body posture or appearance. Therefore, the focus of rhythm lies in participation, experience, feeling and creation. In this way, students will experience the heartfelt happiness when the body and music play.
(3) Experience national music through rhythm.
Rhythm is a general term that reflects the relationship between sound length and strength in music. Rhythm can exist independently of melody and can express people's thoughts and feelings, so rhythm can appear as an independent art form, which can be called musicality? The first element? . In music art, rhythm is the driving force to promote music expression and development.
The cultivation and training of sense of rhythm is an important part of sense of music and the basis of music training. The sense of rhythm is mainly formed in students' feelings and experiences. Therefore, in the teaching of national folk music, we should emphasize rhythm and combine language, rhythm, percussion and other skills to mobilize all aspects of the body. Omnidirectional? Feel the rhythm carefully, introduce and understand music through the rhythm, so that students can get a deeper and more comprehensive experience and understanding. These rhythms are the essence of national music and the only way to learn and master national music.
Experience national music through improvisation.
Orff believes that music activity is the most natural and primitive behavior of human beings, and improvisation is the oldest and most natural music practice. Music teaching itself is a creative process of teacher-student interaction. Good music teaching must be creative and can stimulate students' creative enthusiasm. It is very important for teachers to guide students to discover and create music by themselves.
The best way to cultivate students' creativity in teaching is to carry out music practice activities. Listening, rhythm and rhythm mentioned above are all beneficial creative music activities, which can activate students' desire for expression and creative impulse, show their individuality and creative ability in active participation and give full play to their imagination and creative thinking.
All the above methods are aimed at cultivating students' interest in learning music. Interest is the basic motivation for learning music, and it is the premise for students to keep close contact with music, enjoy music and beautify their lives with music. Everyone is born with musical talent, and the ability to learn music and whether it can be achieved depends on your study, education, environment and contact with music.
Promoting national music is the historical responsibility of music educators, but it must be based on students' interest in music, otherwise, promoting national music can only be a dead letter. We should not only let students know about national music and improve their national cultural accomplishment, but also let students realize its important position in the world music treasure house and enhance their national pride.
References:
Wang Yaohua. Introduction to century folk music [M]. Shanghai: Shanghai Music Publishing House, 2003(02)
[2] Yang Limei. Kodaly's Thought and Practice of Music Education [M]. Beijing: Renmin University of China Press 1994( 10)
[3] Xu Hao and Jiang Wei. Investigation and analysis on the current situation of ethnic music teaching in primary and secondary schools [J]. Basic Education Research 2008(0 1)
[4] Li Dana, Xiu Hailin. Orff's Thought and Practice of Music Education [M]. Shanghai: Shanghai Education Press, 20 10(05)
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