Keywords: improve and strengthen skills, music performance
As early as the beginning of the new curriculum reform, after seeing many strange phenomena, I began to write a paper-"Perspective of Misunderstandings under the New Curriculum Reform", which was published in Music Education in Primary and Secondary Schools. At that time, I saw some unreasonable phenomena in the music class and held a skeptical and critical attitude. In this kind of classroom teaching, it is natural that students are not good at musicology. Sure enough, after the first round of new curriculum reform, there are indeed many disadvantages. Students can't read music and sing, except for junior students who are a little interested in music lessons. Senior students lose interest and even confidence in music lessons because their skills have faded for a long time ... Chatting with music teachers, teachers feel the same way.
First, the necessity of skills teaching
Before the new curriculum reform, knowledge and skills teaching has always been the focus of music teaching in primary and secondary schools in China. So people attribute the responsibility that students don't like music lessons to overemphasizing knowledge and skills. Therefore, the new curriculum reform puts forward the concept of "diluting knowledge and skills". As an art form, music exists on the basis of practical skills such as music creation, performance and appreciation. In the past, we taught knowledge and skills in isolation, and judged students' music learning achievements with professional eyes and standards, which made the rich and complete music art become a direct, mechanical and boring skill training. It is natural that students don't like music lessons. However, in view of this problem, if we adopt a passive avoidance attitude and give up knowledge and skills teaching, then music teaching may go to the other extreme. This is also the reason why many of our music teachers are at a loss when implementing the concept of "diluting knowledge and skills teaching". As an art form, music exists on the basis of practical skills such as music creation, performance and appreciation. It should be said that the importance of knowledge and skills in music teaching is beyond doubt, and should be strengthened, and more thinking and exploration should be made on how to improve knowledge and skills. Because, after 12 years of music study, students can't sing, play the piano or dance in the end, which can't be said that our music education is successful in any case.
Musical skills refer to a complex system in which individuals use their existing knowledge and experience to consolidate and automate their actions or manage their activities. Music skill refers to the music skill that has mastered the skill skillfully and reached the perfect level of automation. The knowledge and skills in the new music curriculum standard are required in this way.
1. Music basics
Learn and understand the basic elements of music (such as strength, speed, timbre, rhythm, melody, harmony, etc. ), common music structure (musical form) and music genre form can effectively promote the formation and development of students' musical aesthetic ability.
2. Basic music skills
Cultivate students to sing confidently, naturally and with expression; Learn the initial skills of singing and playing; Read music scores on the basis of musical auditory perception and use them in music performance activities.
3. Music Creation and Historical Background
Express your feelings freely and improvise, and learn simple music creation knowledge and skills. By understanding the composer's life and the theme, genre and style of his works, we can understand the brief history of Chinese and foreign music development, initially identify the music of different times and nationalities, and deepen our understanding and understanding of China folk music.
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The ultimate goal of music teaching in primary schools is aesthetics and expression, which teachers usually teach.
The goal levels of the three dimensions in the learning goal are very clear, such as emotional goal: to love nature through listening and feeling, and to express one's feelings with music; Knowledge and skill goals: learn songs … and sing with confidence; Process and Method Objective: To learn songs in cooperative inquiry and cultivate students' cooperative innovation ability. To this end, teachers will try their best to mobilize all teaching methods to serve the classroom.
Therefore, the ultimate goal of our teaching is to let students; Using the music you have learned is just to express the skills and techniques of music and feel the beauty of music. On the other hand, all the learning of music skills must serve music performance, and good and excellent music performance further promotes the mastery and consolidation of music skills. However, it seems that knowledge and skills are rarely taught in some teachers' music classes. When it comes to knowledge and skills teaching, everyone takes an evasive attitude. In view of this problem, if we take a passive avoidance attitude and give up knowledge and skills teaching, then music teaching may go to the other extreme. This is also the reason why many of our music teachers are at a loss when implementing the concept of "diluting knowledge and skills teaching". In fact, there is no doubt that the importance of knowledge and skills in music teaching can not be diluted, but should be strengthened and more thoughts and explorations should be made on how to improve knowledge and skills. Yes, music is an art subject. For example, singing and playing in music belong to the category of artistic expression, but we also know that artistic expression exists on the strong support of technology. If we can't sing a song well, we can't feel beauty in singing. A good song, we can't play it, so in any case, we can't say that students and others master it. So the importance of technology, that is to say, skills.
Second, using theoretical guidance to improve practical skills.
It is natural that music teaching should teach students knowledge and skills, especially singing and playing skills, which is also the top priority of music education. There is no need to "downplay" this problem. But how to improve? So, how to improve the teaching of knowledge and skills?
Skills learning and training stage-1, reading music. 2. The processing organ of the brain consciousness center reprocesses the music spectrum information; 3. Control singing (playing). 4. Auditory feedback. And skills are enhanced and skilled skills. Including the following stages: 1, the initial formation stage of skills. 2. Further development of skills. 3. Skill formation. 4. Mature skills. In view of the learning and training stages of the above-mentioned technologies and skills, we can give students the following guidance in music teaching.
(A), to cultivate students' spectral learning ability
1, reading music-learning music, let students learn initially through vision. combine
In our music class, many teachers will show the whole score after listening to the songs, so that students can read the score after listening to the music and pay attention to some special marks of the score before listening. Spectral information is the most important, which presents some of the most basic performance requirements of the work in written form. For example, the strength, beat, rhythm, strong and weak changes, singing methods, singing emotions and other aspects of the song have given clear hints. In this way, teachers and students can directly have the most initial and intuitive feelings about the works in the process of reading music. In the process of reading music, the teacher has been systematically studying for a long time, and his music knowledge has been strengthened, such as various music scores and beats.
2. Re-process the spectral plane-it is not enough for students to understand the spectrum, but also to fully understand the spectral plane.
The meaning of various symbols on the spectrum, and can use their own understanding to deal with the information on these spectral surfaces. For example, what kind of strength should be used to meet the performance requirements of the work, what kind of emotions should be used to express the feelings of the work, what kind of timbre should be used to deal with the changes of the song, and what kind of singing method should be used to express the song ... All these are either students who have made efforts to learn and compare themselves, or teachers need to use effective teaching methods to pave the way for the students, and students can sing what they have learned confidently until class is over.
3, control singing (playing)-with these, the next step is to let students have control.
Yes, I consciously sang (played) the work according to my understanding of the music score. Including the control of strength, pitch, timbre and intonation. This process can't be accomplished overnight. Teachers need to make continuous efforts and meticulous requirements in every music class, so that students' music skills can be continuously improved. In view of the technical requirements of a music class, teachers also need to use their own teaching experience and teaching wit to overcome, so that students can truly master skills in class and serve the final performance of songs.
4. Auditory feedback stage-With the above three stages, students' singing skills are basically available.
Embryo, but there may be some shortcomings. Let students form auditory feedback through repeated listening, adjust their vocals in the feedback, adjust timbre at bright (dark) points, and adjust pitch at low (high) points. After this stage of study, students really mastered the technical requirements in singing (playing), which laid a solid foundation for being able to express music confidently and feel the beauty of music art.
5, memorizing music-after learning songs (music), you can recite music skillfully.
Playing and singing is good for students to perform. Every chorus festival, no team sings with music, so as to better express the requirements of the song on the basis of proficiency, thus reproducing the composer's construction of the work. For memorizing music scores, most schools can't make students memorize the music scores of a song (song) completely in ordinary music classes. After all, it takes a long time to work hard. However, if we insist on doing this, we will find that the improvement of students' musical ability is greatly affected. In the long-term memorization training, students have gradually mastered the sense of distance of various intervals and the sense of ups and downs of melody, which has greatly promoted the improvement of students' good solfeggio ability and the formation of students' good self-study ability. In the fourth and fifth grade music class I taught, I asked a class of students to memorize all the scores of the songs they had learned. Obviously, after a period of training, the musical literacy of this class is far higher than that of the other two classes. In teaching, I am more handy, students' feelings about music are increasing day by day, and the speed of learning a new song is very fast. I can handle the performance of music more easily and let students express music more freely, instead of carefully trying to sing accurate music.
(2) Turn skills into skills.
After the students have passed the training stage of the above skills, it is necessary for them to turn the skills they have mastered into skilled skills. Skills are enhanced and skilled skills. Including the following stages: 1, the initial formation stage of skills. 2. Further development of skills. 3. Skill formation. 4. Mature skills.
The first stage is the initial formation of skills. At this time, students' feelings and thoughts about the skills in music are still relatively naive. What teachers need to do is to give students constant guidance and encouragement at this specific stage, so that students can transition from this stage to the further development of skills as soon as possible. For example, in the stage when teachers solve difficult problems in class, students' skills of singing difficult songs are initially formed, and students' singing must be guided by teachers, known by themselves and sung by themselves, so that they can basically sing accurately. There are still some minor problems in singing, and the ability of coordination and control needs to be further cultivated.
Then there is the further development of skills. At this stage, students have their own feelings and understanding of skills, their control ability is gradually strengthened, and the coordination of motor skills can reach a certain degree of "semi-automation". Students will make a general performance of singing (playing) under their own understanding, but some are unfamiliar, some are shy or not fluent and skilled enough. At this stage, what we have to do is to let students practice songs (music) on a certain basis, and practice unskilled works more skillfully, so that fluency and proficiency can not be improved.
After the above two stages, students' skills have been further developed and gradually formed skills. Students' psychological knowledge and skills have undergone a qualitative change, and they have a unique view on songs (music) and began to explore unique artistic expressions. After some control, students' skills will progress steadily, and then they will make a new leap, and they will also have a certain unique performance style in music performance. At this time, students can express their works appropriately, and their proficiency and fluency are further improved. Students can confidently express songs with their own understanding.
Finally, the mature stage of skills. At this time, students' ability is deepened and they can integrate a lot of related knowledge. Highly developed skills, reflecting the mature style of performing arts and the high artistic accomplishment of "little artists" in music performances.
(C) correctly guide students to learn music skills.
In the study of music skills, we should have goals, plans, methods and feedback.
Have the opportunity to show, learn and train skills according to these five principles.
1, design interesting vocal training skills
Music performance is a highly technical artistic activity. Therefore, technical training is very important for the cultivation and training of music performers. It can be said that this is the first step towards this art palace. Those who can't get out of this step will be locked out of the music performing arts forever. Everyone in our vocal music class has a good voice and is persistent and enthusiastic about music. But like most children, when they first entered school, they didn't receive professional music training, and they shouted as soon as they opened their mouths. Therefore, it is necessary to be "loud but not noisy, light but not pressing, high but not crowded, low but not empty", that is, to solve the problems of students "yelling" when singing high notes, "pressing" when singing low notes and "yelling" when singing strong notes. Singing a weak voice is a "virtual" problem. I used a combination of individual counseling and group training to train interesting vocal skills in posture, breathing and pronunciation. From the beginning of learning to use correct breathing and sing softly, in the process of singing softly, let them pay full attention to the accuracy, intonation, rhythm and sense of music of the voice, and sing from the heart in a controlled way, so as to learn easily, naturally and smoothly and achieve the unity of the voice. On this basis, gradually increase the volume, and train them to sing correctly with their breath.
2. Pursuing the innovation and diversification of children's music.
At the same time, the development of the times and the change of appreciation habits are also quietly affecting our campus. Therefore, as a teacher who has been engaged in children's music education for many years, I personally think that what kind of children's songs to choose for students should also keep pace with the times, be brave in innovation, and allow diversification according to the preferences of contemporary children. It is also very important to teach children with different personalities and timbres in each class in accordance with their aptitude and choose songs suitable for them. Keep up with the times, constantly explore, innovate and enrich problems.
Singing art, like science and culture, has many styles and schools, each with its own strengths and advantages, which have blossomed in the garden of children's singing art. Today, various schools are forming their own theories and practices, proving their scientificity and superiority, and proving the value and necessity of their existence.
3. Pay attention to chorus training.
At the beginning of training, children are not used to it, which leads to insufficient sound fusion and poor harmony effect in chorus. In order to overcome this difficulty, I trained with short and melodious harmony etudes. Through training, students can not only pay attention to their own voices in training, but also learn to listen to the harmonic effects of other voices, so that the voices are more harmonious and unified on the basis of the original clean and bright. Facts have proved that this method is effective, and our children's choir has won various awards at the national, provincial and municipal levels. The students said: "In our chorus class, we not only mastered the knowledge, skills, singing methods and music theory of vocal music, but also learned to appreciate, listen and feel. We listen to students' songs, learn from their strengths and make up for our own shortcomings; Listen to the teacher and practice again and again. Be strict with yourself; Listen to the lyrics in the song and appreciate the artistic conception expressed by the lyrics; Listen to different styles of melody and try to figure out the background of the song; Listen to different rhythms and remember them accurately ... Chorus makes everyone cooperate tacitly, and our collective is closer because of chorus. It is music that binds our hearts together! "
4. Pay attention to the cultivation of artistic experience and emotional quality.
People often say that music is the art of expression, so among the various qualities of music performers, emotional elements are particularly important. In order to move the audience and show the emotional connotation of the works, it is far from enough to implement the performance activities only through rational and calm arrangement and design. Musicians must also mobilize their emotions and devote themselves to playing activities. Therefore, I ask students to "sing with emotion and heart". At the same time, I also believe that life is the source of inspiration for all good music. With the experience of life, the emotions in our songs will come from the heart and be real and touching. So in teaching, I often ask students to go out of the classroom. I led them to the seaside to feel the vastness of nature, to the construction site to feel the pulse of urban development, and to the poor mountainous areas to understand the sufferings of their peers. I think it is because of this experience that students can deeply express the connotation of songs in singing, and no matter what kind of songs can be sung vividly and affectionately.
Third, use musical skills and techniques to guide musical performances.
Music performance is a re-creation behavior that gives music works fresh life. Music performance in a broad sense mainly refers to the music performance of students in ordinary schools. The new music curriculum standard puts forward clear requirements for students' performance in various fields and assigns them to each class. For example: the singing field in performance
Standard 1 ~ 2 grade
Participate in various singing activities.
Know the correct posture of singing. Able to respond to command actions and preludes.
Be able to solo or participate in chorus with natural voice and expression according to rhythm and tune.
You can express the mood of the song with different strength and speed.
I can recite 4 ~ 6 songs every academic year.
Standard grades 3 to 6
Willing to participate in various singing activities.
Know the correct singing posture and breathing method, and gradually master and use it in singing practice. Be able to respond appropriately to command movements and preludes.
Be able to solo or participate in chorus and chorus with natural voice, accurate rhythm and tone.
Be able to make a simple evaluation of your own and others' singing skills.
I can recite 4 ~ 6 songs every academic year.
Music performance is a kind of performing art, which must be expressed by vocal singing, instrumental performance and various intentional means including conducting, and conveyed to the audience with concrete and sensible voices, so as to realize the aesthetic value of music works. Henry Wood, a famous British conductor, once said, "Music is a lifeless note written down and needs to be given life by playing." In primary school music class, our most common performance is the performance of singing. If we grasp the principle of music performance, children will feel the beauty of music in constant music performance, thus getting emotional edification.
The principles of music performance are as follows:
1, the principle of good faith. Vision and inner hearing-according to this principle, we are guiding learning.
When performing music, we should grasp the songs as a whole, and use visual and auditory stimuli or even more sensory stimuli to perceive and grasp the works as a whole. Master the forms of expression of songs and their internal relations. Secondly, we should also carefully perceive the symbol form, expression mark, singing (playing) method and all other marks on the score. As the famous composer Pyotr Il'yich Tchaikovsky once said, "We should tirelessly and impeccably know the exact rhythm of the original song ... pay attention to the performance strength, timbre, beat, and the explanation of singing (playing) ..."
2. The principle of internality. The principle of immanence emphasizes students' unique feelings about music, which is a filtering process for students to transform visual materials into inner hearing. The visual materials perceived by students from the reading spectrum are transformed into inner hearing through the imagination of music. Singers (performers) should not only accurately identify the factors such as pitch, timbre, strength and duration, but also produce the expected performance effect on the ever-changing ups and downs and flow of melody in sound movement. This process must be pondered repeatedly. Teachers should emphasize that students will gradually hear the sound from coarse to fine, from vague to clear, from floating to stable according to their inner hearing, and finally fix it through performance and put it into practice.
3. The principle of imagination. The emotional experience and artistic conception of music works cannot be understood without imagination. Imagine music as a painting, a poem and other vivid and concrete things, scenes and so on. Many of your musicians always reveal the emotional and poetic connotation of their works through imagination on the basis of enriching their own life experiences, so that their music performance is vivid and touching. After the famous pianist Fu Cong successfully participated in Chopin Piano Competition, Italian pianist Professor Agusti said to him, "Only ancient civilization can endow you with so many talents. Chopin's artistic conception is very similar to that of China. " This fact tells us that in teaching, we should make use of various ways to let students make use of their existing life experience, constantly expand their life accumulation and image perception ability, and creatively apply them to music performances.
4. Artistic emotion-the emotion after the inner experience must be treated by the explicit mechanism and become the aesthetic emotion in music. Attention should be paid to: concentration, physical and mental relaxation, psychological adjustment, etc.
In short, the overall grasp of music works, the in-depth excavation of inner meaning and the externalization of inner experience in the process of music performance learning cannot be isolated and complement each other. Music performance and music skills are intertwined to form a spiral and coordinated comprehensive movement.
Fourthly, for the primary school singing teaching, we can draw from the above discussion:
1, full of emotion and sound.
It is difficult to sing a good song without certain singing skills, so can you sing a song with good voice and good skills? Excellent singers can fully express the "feelings" of joy, anger, sadness and joy in their songs, and achieve the effect of "long aftertaste" after singing. Without high artistic accomplishment, deep understanding of life and music, profound artistic attainments and high singing skills, it is impossible to touch the heartstrings of the audience and leave a deep impression on people through beautiful voices with rich colors, unique styles and full of emotions. The ideal singing method is "full of sound and emotion". Excellent performance skills and perfect artistic expression are two complementary aspects in music performance. Only voice without real feelings is mechanical, lifeless and artistic. This kind of singing completely loses the significance of vocal music art, on the other hand, even if there is deep and rich emotion, there is no artistic expression of vocal music. Only when skills serve the purpose of artistic expression and are perfectly unified with artistic expression can the expressive force and appeal of vocal music art be truly reflected. Therefore, "full of sound and emotion" is the highest realm that every singer pursues.
2. Do your job well and serve people with art..
Singing is very skillful, but skill is only a means of artistic expression. If we blindly emphasize skills without proper emotional experience and accurate artistic expression, and only show off skills and ignore art, we will only pay attention to the appearance of art, not the soul of art. Of course, it is impossible for singers to create a second art without technical skills. I think the phrase "no skills, no surprises, no drama, no conviction" is of great significance to how to express the content and emotion of a work in singing art performance. "Wondering everything out there" means that if there is no superb skill in the performance, it will not bring surprises to the audience. "Ruthless" means that if an actor lacks sincere feelings when performing, no matter how amazing his skills are, he can't infect the audience's emotions. "People without costumes" refers to the skills or emotional experience of actors, and it is necessary to create vivid artistic images, so that the whole performance can be truly convincing.
4. Training of "sound" and "emotion"
Superb skills and perfect artistic expression are two important parts of singing. How can we make the combination of skill and performance reach the best state? How can we sing "sound and emotion" together?
1. We must learn songs. Understand the style, creative motivation, creative technique, ideological content of lyrics, emotional expression, climax of lyrics and climax of music, including where the melody has distinctive characteristics and where it is difficult to pay special attention, so as to fully understand the work.
2. Constantly improve the cultural quality, and deeply understand the content and emotion in each first-sung work. In addition to mastering music professional knowledge as much as possible, students should learn more about life and pay attention to the feelings of people around them, so as to enrich their experience and broaden their knowledge. Teachers should guide students to be good at understanding and accepting others, to appreciate different emotions and emotions such as joy, sadness, parting, missing, excitement, leisure and boldness, and to be truly moved. An insensitive person can never learn art well, and a person who is indifferent to "beauty" and is not easily excited and moved can't sing good songs!
3. On the basis of the above two aspects, use the mastered vocal skills and appropriate singing methods to sing the sound effects required by the song content, and appropriately express the emotion of the work, so as to deeply impress the work.
I got a general understanding of American music education from China Education News. The musical performance level of American primary and secondary school students is enviable. Children in the lower grades of primary school can sing the two songs well because their singing level is "sung" in class. This result is not accidental. They specially set up skills courses such as chorus and band in the curriculum. Students are most interested in these two courses, but in teaching, teachers don't just train skills, but let students master the necessary knowledge and skills of concerts and performances, and give them opportunities to perform as much as possible. Students are interested, teachers learn from their interests, and teachers give students certain opportunities to express themselves. No wonder they can perform songs well.
Music classroom teaching in American primary and secondary schools does not pay attention to teaching design. Music teachers pay attention to giving students the opportunity to express, create and enjoy music. The knowledge and skills they give students are first to serve the students' music practice activities in the music class. They don't have so many rules and regulations, but take the love of students as the highest standard. Their music class is a karaoke hall where students are hungry, and a stage for children to be "super girls" and "fast men". Their music lessons give students the deepest feeling that they are relaxed, free and happy. In the final analysis, students have completely mastered the skills in music, can express themselves freely, and really feel the charm and fun of music performance.
I believe many children are very interested in China Pharmaceutical University, which is known as the "Tsinghua of Medicine". As a junior in China