When it comes to music, some people will think of singing, think that music lessons are singing lessons, and call music teachers singing teachers, which is the understanding of laymen. However, some music teachers do not know enough about the importance and essence of music appreciation. Look at the following sets of shots.
A music teacher announced to the students at the beginning of the class that today's music class is an appreciation class, and then began to play music one after another, without interaction and participation between teachers and students. Another music teacher, after the students finished learning the song "I am a small herder on the grassland", casually asked the students to listen to the music "Pastoral" repeatedly because it was not time for class. In the classroom, students' attitude gradually changed from enthusiasm to indifference, and their reluctance and passivity to enjoy music was beyond words.
Scene 2 In a music class, the teacher asked the students at the beginning: "Do you know the story of' the race between the tortoise and the hare'?" The students responded enthusiastically to this, and then the teacher invited a student to tell a story. After that, the teacher vividly described the story in vivid and fluent language. At this time, nearly half of the time has passed. At this time, the teacher turned the topic to the music "The Tortoise and Rabbit Race" and took time to introduce the creative background of the work. So far, there is not much time. When the teacher played the music, it was almost time for class. The students' disappointed expressions were written on their faces.
The above-mentioned situational phenomena reflect the problems existing in appreciation teaching.
1) ignores the importance of appreciating teaching, lacks the theme, and lets itself go. Some teachers will regard the whole class as an appreciation class, but the content selection is not good, just the accumulation of some audio materials, and there is no requirement for the quality of appreciation. Some teachers let students "enjoy" music repeatedly at the end of class, and did not design the teaching process well, so that students could listen to music by themselves. They also called it: this is to give students autonomy. All these reflect the teachers' lack of understanding and randomness of the importance of appreciating teaching. Music appreciation teaching is not to let students simply listen, but to combine other forms of music practice (singing, playing, rhythm, music discussion and evaluation, creative activities), and to continuously cultivate students' appreciation ability by creatively guiding students to understand the connotation of music.
2) Deviate from the aesthetic law of appreciation teaching, stay away from the main line and weaken appreciation. The teacher's original intention is to help students understand music better by telling stories or using language too much in appreciation, but this behavior of using language instead of music makes appreciation teaching far away from the main line of music and deviates from the aesthetic law of appreciation teaching.
Music is the art of sound as well as time. These two characteristics determine that appreciation teaching should be based on listening and appreciation. In teaching, students must be given some time to listen to music, and at the same time, they should be given room for imagination. At the same time, the uncertainty of music determines that music can never be expressed in a written language. Therefore, in the teaching of appreciation, it is necessary to use appropriate guidance or hints, rather than replacing music with long oral language.
3) Do not appreciate the musicality of teaching, dismember music and lack integrity. In appreciation teaching, the whole music is taken out of context at will, and replacing the whole music with "dismembered fragments" not only destroys the aesthetic feeling of music, breaks the integrity of music, but also blocks students' musical imagination and musical experience.
In practical teaching, for the sake of discipline synthesis, the author has strengthened the comprehensive innovation within the music discipline. The internal synthesis of music discipline is to combine music appreciation with other aspects of music teaching in appreciation teaching, innovate and better serve appreciation teaching. Many music appreciation contents can enrich and deepen the experience and understanding of the content and connotation of works through singing, playing and rhythm expression.
1) Sing a melody. The best way to enjoy some music is to let students find the theme songs that appear many times in the process of listening, and then hum the theme songs with the music, thus arousing students' interest. This can not only help students to concentrate on the music itself better in the process of appreciation, but also help students to feel and understand the music better.
2) Beat the rhythm. It can be body rhythm. If you are in by going up one flight of stairs, you can also choose percussion instruments and beat music to participate in music performances. Through this means, students can always pay attention to music, effectively participate in the "listening" process and really listen to music.
In the music class focusing on music appreciation, it is necessary to synthesize from many aspects, perspectives and latitudes, which is an effective way to realize the victory of appreciation teaching. In the process of synthesis, we should grasp three principles: don't lose the musicality of music lessons for the sake of synthesis; Don't simply impart knowledge of other disciplines for the sake of synthesis; Don't regard synthesis as the "splicing" of knowledge. In this way, comprehensive innovation will give music lessons fresh personality and make music appreciation lessons more attractive and infectious.
In short, in appreciation teaching, the most fundamental thing is that teachers should carefully design and help students understand the connotation and artistic conception expressed by music works through various forms of teaching means and channels.