Vocal music practice, that is, vocal music practice, is often used at the beginning of a music class. Practicing vocal music can not only train students' voices, but also stimulate students' interest in learning music, set off the cheerful atmosphere in the classroom and lay a good foundation for future music teaching, which is one of the indispensable links in singing teaching.
In music class, I consciously choose some vocal music that is conducive to creative thinking, so that students can boldly exert their imagination and use what they have learned to create songs with different emotions, which can often achieve better teaching results.
For example, the teacher showed the students a simple and short tune:
Students learned it quickly after reading the music score, and the teacher asked, how can this vocal song be sung coherently and roundly? You can try to add the music we learned before. Some students think of solfeggio, and some students will think of adding "linking lines" (⌒) to the notes.
After singing like this, the voice is really coherent and round. The teacher asked again, how can we make the music jump lively? The students tried to sing the feeling of jumping, and immediately some students thought of using a tick ().
Through this small creative attempt, the students were all in high spirits, because they created two new practice songs with different emotions and different singing methods, which produced the joy of success. At the same time, they really understand the function and singing method of these music scores, and further master the relevant music knowledge and skills.
Second, cultivate students' innovative ability in rhythm creation.
Everything is difficult at the beginning, and there is a rhythm first. Orff even put forward the slogan of "rhythm first". Rhythm is composed of many same or different notes, which is one of the elements of music melody. It can let students directly feel the emotions expressed by songs.
In the traditional teaching process, teachers often let students watch the rhythm of songs before learning music scores. On the surface, students have learned songs, but if they are asked to watch the rhythm again, some students will not understand it, that is to say, the teacher has not achieved the purpose of teaching students. In order to avoid this situation, I focus on cultivating students' creativity in rhythm creation. In music class, I not only put forward the key rhythms in songs for students to read, but also provided students with some opportunities to use their hands and brains to re-create.
I find that the diversification of teaching forms is an important means to cultivate students' creativity, which makes students' horizons constantly expand, their thinking constantly active, and they dare to imagine, which not only stimulates students' interest in learning music, but also makes students remember the important and difficult points in songs and achieves good teaching results.
Thirdly, cultivate students' innovative ability in lyrics creation.
Lyrics teaching is the focus of learning songs. Lyrics express the content and emotion of songs and are an important part of ideological education for students in music education. After learning the songs, let the students understand the songs deeply and dig out the contents in the textbooks. Therefore, the process of lyrics creation has become a creative activity. For example, when teaching Book Two, Counting Toads, all the students learned the lyrics: a toad with one mouth/two eyes and four legs/jumped into the water with a bang/a toad died without drinking water. ...
I inspire students, let each student use their brains, expand their imagination and write a lyric to see who writes it well. The students all sang loudly. Suddenly, the classroom was full of songs. Some students not only write good lyrics, but also sing well. Some students created this kind of "counting rabbits":
A rabbit has a mouth/two eyes and four legs/likes carrots and vegetables/it's so cute to skip around. ...
I asked my classmates to give their songs to those students who didn't write well, hoping that he would continue to write after class and encourage them to be great poets. This kind of eclecticism in lyrics teaching pays attention to praise and affirmation of students' creativity in teaching methods, which stimulates students' self-confidence and makes students express their content from daring to being good at it, thus effectively improving students' creativity.
Fourthly, cultivate students' innovative ability in playing and percussion instruments.
Matching percussion instruments into songs can not only set off the classroom atmosphere, but also express the atmosphere of songs and the inner joy of children. Through a few simple actions, the mood of the song is vividly expressed, which is also in line with the child's curiosity and activeness. For some beautiful and lyrical songs, students are first required to choose percussion instruments suitable for song accompaniment. Such as triangle, bell, tambourine, etc. Then ask the students to design the accompaniment type for the song and ask them to consider why. What are the advantages of this design? For example, the song "Chinese New Year" in the first volume shows the lively, festive and peaceful scene and atmosphere during the Chinese New Year. The teacher first asked the students how they spent the Spring Festival every year. The students immediately thought of setting off firecrackers, walking on stilts and dancing yangko. Coupled with the words "drumming and choking" in the lyrics, the students recognized the sound of national gongs and drums, and immediately thought that the song "Chinese New Year" was best accompanied by percussion. As a result, with the appearance of choking in the lyrics, they also gave everyone an auditory sound with the gongs and drums in their hands. The teacher further inspired the students to create some new year atmosphere, and many students volunteered to perform yangko in front. Holding the ribbons prepared by the teacher in their hands, they twisted their bodies with the rhythm while singing. This kind of scene, as if let us see the yangko team dancing in holiday costumes, vividly showing the content of the song.