Abstract: The task of music class in compulsory education stage is not to train specialized music talents. But for all students, so that each student's musical potential can be developed and benefit from it. Music appreciation is to cultivate students' ability to feel and appreciate music and lay a good foundation for students to love and enjoy music for life.

Key words: musical elements, feeling music, experiencing music and aesthetic music.

The new music curriculum standard puts forward that the nature and value of music curriculum are mainly embodied in aesthetic experience value, creative development value, social communication value and cultural inheritance value. It embodies that the music aesthetic experience is the core, which makes the learning content lively and interesting, rich and colorful, with a distinct sense of the times and nationality, guides students to actively participate in music practice, respects students' different music experiences and learning methods, thus improving students' aesthetic ability, developing students' creative thinking and forming good humanistic quality. The nature and value of music courses put aesthetic experience value in the first place, which shows that aesthetic experience value is very important. This is only because the task of music class in compulsory education stage is not to train specialized music talents. But for all students, so that each student's musical potential can be developed and benefited. I think music teaching in primary schools should focus on music aesthetic experience, that is to say, more time should be spent on feeling music, experiencing music and appreciating music. How can we feel music, experience music and appreciate music?

Feeling and appreciation is an important field of music learning, the foundation of the whole music learning activity, and an effective way to cultivate students' musical aesthetic ability. The formation of good music perception and appreciation ability is of great significance for enriching emotions, improving cultural literacy and improving physical and mental health. In teaching, we should stimulate students' interest in listening to music, form good habits of listening to music, and gradually accumulate experience in listening to music. We should take various forms to guide students to actively participate in music experience, encourage students to have independent feelings and opinions about the music they listen to, help students establish a close relationship between music and life, and lay the foundation for lifelong learning and enjoying music. My opinion is that in music teaching, we should not simply look at flowers, but fully reveal the performance of musical elements (beat, rhythm, melody, timbre, strength, speed, etc.). ) In music, let students experience the most exciting and expressive part of music, instead of boring and simple skills and rote knowledge; Music should be experienced in a holistic way, and musical elements should run through the whole process of music teaching, instead of teaching each component of music in a fragmented way. Paying attention to the integrity of art is an important principle that distinguishes music education from other disciplines. It is meaningless to simply memorize the concept of music and explain the knowledge of music. Therefore, music appreciation should run through the whole teaching process with musical elements.

First, the change of scene (scene) in music appreciation should permeate the change of music elements.

When people first open audio-visual materials to enjoy music, they first hear the melody of the music, then the strength and speed of the music, and then consider what instrument to play. In the past music teaching, many teachers would ask students what kind of scene this piece of music showed when giving lectures. Students compete to answer the question .......................................................................................................................................................................... instead of revealing the musical elements of this scene. Just a cursory look. In the compulsory education curriculum standard experimental textbook "Love Labor", I noticed the scene of musical expression, which was developed from the changes of many musical elements (the first paragraph of music used was to express a young monk, and the second paragraph was to express a fat monk). In class one, the teacher asked the students what kind of monk the first song represented. What kind of monk does the second piece of music show? The students replied that the first song was about a young monk. The second piece of music is about a fat monk. The teacher asked you further how you heard it. The music in the first paragraph is thin and light. The music in the second paragraph is rich, heavy and deep. Although students can't say that they can't hear it through timbre changes because they don't have much knowledge, they understand that different timbres can show different music pictures.

In the appreciation teaching of strength and speed, the high-quality music lessons I heard and saw are the same as those in the open class teaching in Otawa, which only pay attention to the scenes expressed by music, without excavating the elements of music. In the teaching of appreciation, we only pay attention to superficial phenomena, but not to deep practical teaching. In the teaching of this class, our music group members boldly use music elements to express characters, scenes and scenarios through students' discussion, practice and verification. For another example, when comparing the beautiful melody of Three Monks with the music of fire fighting, the students said that slow music means that the monk is sleeping and drinking water. Another music student said: Monks are fighting, fighting. Then the teacher asked you how you heard it. The student replied: The first piece of music is slow and light, and the second piece of music is heavy, fast and tense. Through the comparison between students' slow music and fast music, as well as the comparison between light and heavy music, we can realize the change of musical elements of music strength, and it is faster than slow music. It fully embodies that the essence of music appreciation is the change of music scenes and situations, and it is the truth of the change of music elements.

Second, the change of musical elements should permeate the emotional and emotional changes of music appreciation.

From the psychological point of view, emotion and emotion are two closely related but different psychological forms. However, in terms of relevance, emotion is more extensive than emotion. Although when we experience a certain emotion, we always feel that it has a certain emotional color, but this emotional color is far less stable and lasting. Emotion is divided into intensity and depth, followed by height. Emotion and emotion are one of the basic characteristics of aesthetic education, which is not only particularly prominent for music teaching, but also has special content. From the essence of musical beauty, the process of music is essentially a process of emotional display and change. At the same time, it is also the process of the development and change of musical elements. Music, as the carrier of emotion, is the most vivid spiritual language, although it has no semantics. "The end of language is the beginning of music." As far as art form is concerned, the expressive force of music is far superior to other art categories, and its characteristics are emotional expression, emotional impact, emotional catharsis, emotional communication and emotional aesthetics.

In music teaching, it is our goal to firmly grasp the main line of emotion, constantly enrich students' emotional experience, improve students' emotional intensity and make people's emotions and emotions communicate harmoniously with music emotions and emotions through this feature of music emotions and emotions. Music emotion and emotional experience can not only stay at the external level, but also need deep experience to seek that touching and shocking artistic effect and realm. Let the music itself face the students more, and call the students' emotions with the emotions of music. Of course, while experiencing emotions, we should dig deep into the changes of musical elements. When small musical elements change, the mood and emotion of music will change. The mood will even be the opposite. In the lesson of "Love Labor", the teacher explores the changes of musical elements through the changes of emotions. For example, when comparing the beautiful melody of Three Monks with the music of fire fighting, students say that the first piece of music is: Monks are sleeping and drinking water. Another music student said: Monks are anxious to fight and fight. Then the teacher asked you how you heard it. The student replied: the first piece of music is slow and beautiful, and the second piece of music is very tense. Through the comparison of students' feelings of music stretching and tension ending, we can understand the comparison of musical elements that music is faster than slow. It fully embodies that the change of music elements in music appreciation is the fundamental element of music mood and emotional change.

Thirdly, the genre form of music appreciation should permeate the changes of music elements.

The new "Music Curriculum Standard" puts forward that the understanding of music genre in grade one and grade two is to listen to children's songs, children's songs, marches and dance music, which can be divided into solo, solo, chorus and chorus. Love of Labor is a March. In song teaching, teachers first understand and experience the genre of "March" through the interlayer combination in songs: hey, yo, Rig, hey, hey, hey ... and the rhythm of childbirth. Music and marching pace are unified. In the first lesson of the compulsory education curriculum standard experimental textbook "Wang Wang and Mimi", we can experience the dance scene of three-beat thump, thump, thump, thump, thump by listening to "Cat Dance Waltz", and integrate the musical scene with the musical artistic conception, emotion, strength, speed and other performance factors, and experience the relationship between various rhythm forms and musical genres. Highlight that important position of rhythm in musical elements.

Through the above, we can better teach students how to learn. In music teaching, infiltrating music knowledge and elements in a simple way will help to improve students' ability to appreciate and appreciate music, thus improving their level of music appreciation and laying a good foundation for students to love, appreciate and enjoy music all their lives.