New Curriculum Standards for Music Appreciation in Pop Music High School
Pop music, that is, pop music, refers to those instrumental music and songs that are short in structure, popular in content, lively in form and sincere in emotion, loved by the broad masses, widely sung or appreciated, popular for a while and even passed down to future generations. Now, they mostly refer to jazz music, rock music and pop songs. Pop music has the characteristics of entertainment, life and popularity, which is close to life and easy to accept.
"Teacher, can you play some popular songs?" This is a sentence that I, a high school music teacher, often hear in my teaching. In today's era of advocating freedom and pursuing individuality, middle school students are familiar with pop music such as Jay Chou, Wang Leehom and Stephanie ... These names are familiar to them. In addition to music, pop singers' hairstyles and dresses have also become the objects that students try to imitate. Faced with these phenomena, the author often thinks about why pop music is so easy to attract students. Can pop music really enter the classroom and play a positive role? The following are some thoughts and views of the author on this issue.
First, the basic situation of pop music works in the current high school music textbooks
In the "People's Education Edition" high school music appreciation textbook and the new curriculum reform "Flower City Edition" high school music appreciation textbook, some pop music contents are involved. "People's Education Edition" textbooks only select one or two pop music works in individual chapters, while the "Flower City Edition" textbooks of the new curriculum reform have made bold development in this respect, specially designed a chapter to introduce pop music, jazz music and other pop music, and there are also some infiltrated pop music contents in other topics.
It can be seen that the textbook writers have realized the far-reaching influence of pop music on today's high school students and their appreciation needs, and strive to achieve certain teaching purposes.
Second, high school students' attitudes and views on pop music works
The author conducted a questionnaire survey on pop music and the choice of pop music in senior one students' textbooks. Four questions were investigated and 372 people accepted the questionnaire. The contents and results are as follows:
1, what kind of music do you like
Choose classical music, folk music, pop music, etc.
Number 39 4 277 52
Percentage1.48%1.08% 74.46%1.98%
2. Do you want to choose the content of pop music in high school music textbooks?
It doesn't matter whether you choose the option or not.
Number 369 0 3
Percentage 99. 19% 0%
3. What do you think is the proportion of pop music content in current music textbooks?
Many options and few options are appropriate.
Number 0 307 65
Percentage 0% 82.53% 17.47%
How do you think teachers should treat pop music works in class?
Choose to just listen and not talk, listen more and talk less, listen more and talk more.
Number 44 105 223
Percentage11.83% 28.23% 59.95%
From the results of the questionnaire survey, it can be seen that high school students now show more acceptance and love for pop music than other music types. They strongly hope to enjoy more pop music works in class and express their desire to further explore relevant knowledge.
Third, the reason why high school students like pop music.
Today, teenagers all over the world are keen on pop music, which is a common social problem involving teenagers' physical and psychological development. From the perspective of music aesthetic psychology, pop music, powerful or beautiful lyrical melody, lyrics telling one's heart and the impact of live performance on the senses all coincide with the psychological and physiological expectations of teenagers in this period. German educator Wayne put forward the following four reasons for this phenomenon in his research: (1) Because adolescence is a period of sudden changes in mood and emotion, classical music is not "enjoyable" for them, so they are more keen on pop songs that can express their original feelings and have popular lyrics; (2) They are happy because they personally feel the melody change and jazz rhythm dominated by syncopation rhythm in popular songs; (3) Teenagers envy the behaviors and hobbies of younger people who are older than them and imitate them, thus becoming interested in pop music; (4) There are too many difficulties in learning classical music, while pop music is easier to sing or play, so they prefer pop music.
Speaking of our high school students' love of pop music, in addition to the above reasons, the author thinks there are other factors:
1, conformity psychology: Middle school students are in a psychological development stage with increasingly rich emotions and feelings, and their sense of collectivity and friendship is gradually enhanced. They are afraid of being isolated and eager to be fully integrated into the collective. Therefore, when something is accepted by most people, others will follow suit, and so will pop music. Some students' initial motivation is the herd mentality of "everyone listens, it must be very nice".
2. Stereotype psychology: In daily teaching, the author finds that most students think classical music is too abstruse to understand; National music is too vulgar and ugly; Pop music is novel, lively, easy to understand and pleasant to listen to. In fact, students do not know much about these three kinds of music, and their knowledge is limited. They just draw a conclusion about the music based on some previous experience and preconceived ideas.
3, rebellious psychology: Middle school students are in adolescence, rebellious psychology is more serious, and they have a strong curiosity about novel and taboo things. In China, pop music was initially regarded as a kind of "decadent voice", but later the voice of criticism decreased, but it was still regarded as vulgar and simple, which was difficult to be elegant. In school music teaching, before the introduction of the new curriculum standard, pop music was excluded, and there were almost no traces of pop music in high school music textbooks. Although it is now possible to enter the classroom, the pop music that has been carefully selected by teachers has long been "outdated" in the eyes of students. So in a sense, pop music is still a "forbidden area" for school education. Driven by rebellious psychology and curiosity, high school students are more keen on the "rarity" in music class-pop music.
Fourthly, how to introduce pop music into high school music class?
High school students' enthusiasm for pop music is an unavoidable objective reality, and we must face up to this phenomenon. Einstein said: Love is the best teacher. The new High School Music Curriculum Standard points out: "Paying attention to and attaching importance to students' interest in music and developing students' interests and hobbies are not only the important foundation and basic motivation for music learning, but also the fundamental guarantee for students' sustainable development in music and lifelong love for music. "Curriculum standards also put forward:" We should experience, learn, understand and respect other music cultures in the world with a broad vision, and through music teaching, enable students to establish equal multicultural values, so that we can enjoy all the outstanding achievements of human civilization. "Faced with such a scientific and inclusive guiding ideology, what the majority of music teachers need to do is to use their brains, choose healthy, excellent and popular pop music works that students like, and organically combine them with classroom teaching, so as to provide beneficial guidance to students and achieve the teaching purpose of improving aesthetics.
1, thematic appreciation
As mentioned earlier, in the "Flower City Edition" textbook of the new curriculum reform, pop music and pop music are set as an independent chapter. In this way, in the high school music appreciation class, teachers can design three or four class hours to guide students to appreciate a special topic. Facing the high school students who have a wide range of knowledge, keep up with fashion and have a strong thirst for knowledge, simply listening to a few songs and pieces of music obviously cannot meet their appreciation needs. The author thinks that we can choose excellent music works, combine the reality and students' interests, and guide students to study and appreciate deeply. For example, the following is a teaching example of the author.
This class is arranged after enjoying jazz, and the students have already learned something about this kind of popular music with unique melody and rhythm characteristics created by African Americans. Therefore, the author decided to "strike while the iron is hot" so that students can continue to feel other styles of pop music that also originated in the United States.
At the beginning of the course, the author first played a song by Jay Chou, which immediately ignited the enthusiasm of the students and many people sang along. At the end of the song, the author asked, "What style does Jay Chou's song belong to?" "R & ampb", "hip-hop" and "rap", the students said these words. The author then asked, "These words are familiar to everyone, so what do they mean?" This question froze the students at once. So I explained these musical terms one by one and showed their melodic rhythm characteristics. Then, while listening to the song, the students summed up R &；; B style characteristics. Later, I chose a song of "Backstreet Boys" of the American group for students to compare and appreciate, and find out two R&B similarities and differences of the song. Through discussion and analysis, the students come to the conclusion that because of R&; B music originated in the United States, so the style of songs is richer and more distinctive, while Jay Chou and others' Chinese pop songs draw lessons from American R&; B style, but not completely copied, incorporates some elements of China music, such as melody, accompaniment, lyrics and so on, which is more suitable for China people's appreciation. So the songs of Jay Chou and others can be called R&B style songs.
This lesson takes Jay Chou songs sought after by today's students as the starting point, so that students can understand and feel R & ampb music style. At the same time, I hope to guide students to understand what they like and make an objective evaluation of music on the basis of understanding.
From a practical point of view, such classes are very popular with high school students. Just like after class, a classmate said, "I finally understand what I like." I just liked it before and couldn't speak; " Now that I know the relevant knowledge, I feel that I am no longer so blind. "It can be seen that the theme appreciation of pop music is very necessary. This kind of classroom can not only let students appreciate their favorite works and impart relevant music knowledge, but more importantly, it can guide students to enjoy them beneficially, cultivate their healthy and positive aesthetic taste, and let them make their own objective and rational evaluation in the face of the complicated pop music world.
The author thinks that in the whole high school music appreciation study, the thematic appreciation of pop music can be set in parallel with the appreciation study of classical music, folk music and other music types, accounting for about 1/4. Some topics can be adjusted and updated at any time according to the reality of pop music, which not only conforms to the characteristics of the times of pop music, but also conforms to the interests and concerns of students in different periods.
2. Auxiliary appreciation
In addition to thematic appreciation, in other music appreciation teaching, you can also choose excellent and classic pop music works that meet the classroom theme as a supplement. On the one hand, it deepens students' impression of the teaching content, on the other hand, it broadens their appreciation horizons, allows them to feel the content from different angles and mediates the classroom atmosphere.
For example, the "Flower City Edition" textbook "Song of Life" can not only enjoy classical music and folk music in class, but also play Michael Jackson's "earth song" MV for students. Profound content, infectious singing and thought-provoking pictures will give students another shock and further deepen the moral education goal of protecting and cherishing life. Another example is Liszt's piano music "Zhong", which is a classical music work. In order to strengthen students' impression of music, after a series of listening and analysis, students can play a Hong Kong singer's I Can't Sing, because the accompaniment of this popular song is adapted from The Bell. While enjoying, students not only strengthen their memory of the theme of classical piano music, but also understand that music has no boundaries. Similarly, in the teaching of traditional Chinese opera music appreciation, it will also play a good teaching effect and role to interspersed with "Clouds in Beijing" by Xin Band or "Theme Song of Hu Xueyan" by Liu Huan.
This auxiliary appreciation of pop music can be used in many appreciation subjects. It should be noted that the pop music works here appear as supplementary and additional content, with the purpose of presenting the teaching theme in another way and enriching the teaching content. The author believes that we must choose the works that are most closely related to classroom teaching, and choose the best among the best, so as to add icing on the cake and sublimate the theme.
Whether it is subject appreciation or auxiliary appreciation, teachers should carefully select pop music works with perfect unity of ideology and artistry to enrich teaching based on teaching materials and taking new curriculum standards as the criterion. Guide students to correctly understand, accurately identify and rationally treat pop music, treat all kinds of music types with an open and inclusive attitude, and feel the truth, goodness and beauty in music.
Art needs a hundred schools of thought to contend and a hundred flowers to blossom. Introducing pop music into classroom teaching, broadening teaching resources, reorganizing teaching content and cultivating students' interest in music lessons and artistic aesthetic ability are the inevitable trends of music teaching in senior high schools. The new curriculum standard puts forward many suggestions for teachers in the concept, content, methods, means and evaluation system of music education in order to adapt to the development of quality education. Under the guidance of the new curriculum standards, combined with reality, improve students' aesthetic taste and cultivate good humanistic quality, so as to truly enable students to learn music, love music, choose music and enjoy music.