What are the teaching methods of music class?

Question 1: What are the teaching methods of music teaching? They are the general names of the ways and means used by teachers and students in the bilateral activities of teaching and learning in order to effectively accomplish certain teaching tasks. They include both teachers' teaching methods and students' learning methods under the guidance of teachers, which is an effective combination of teaching methods and learning methods. The basic elements that determine the teaching method are teaching purpose, teaching object and teaching content. Because of the particularity of music teaching purpose and teaching content, the teaching method of music class is different from the teaching method commonly used in general subjects. Let's talk about the selection and application of music teaching methods based on the characteristics of music teaching. The choice of teaching methods should be adapted to the characteristics of the subject and based on the purpose and task of the teaching activities of the subject. The fundamental purpose of music teaching is to educate students aesthetically, that is, to cultivate students' aesthetic feelings and cultivate their aesthetic ability through music teaching; The content of music teaching includes singing, instrumental music, rhythm, appreciation, creation and basic knowledge and skills of music; Music class is also a highly technical subject, which determines that music teaching generally adopts practice method, appreciation method and demonstration method. Music education, as an aesthetic education, is not the teaching of pure knowledge theory. Feeling, appreciating and expressing music must be based on mastering certain skills. Music teaching is a series of technical knowledge imparting and skill training for appreciating music, playing and singing, and creating and expressing music. Without technical training, it is difficult to complete the task of aesthetic education and music teaching. Therefore, the practice method should naturally become the basic and important method widely used in music teaching. Music is an art of hearing. To cultivate students' aesthetic ability, the first condition is to let them accept the influence of beauty, let them have a lot of contact with excellent music works and broaden their musical horizons. One of the important signs of aesthetics and beauty cultivation is the ability to appreciate music. While listening to music, the beauty of music will infect students and stimulate their interest. Music appreciation can cultivate students' perception, attention and memory of music and improve their appreciation level. As one of the teaching contents of music class, appreciation itself is mainly based on appreciation teaching methods, and it also runs through and embodies appreciation activities in the teaching of singing, instrumental music and rhythm, so appreciation method is also a widely used teaching method in music class. We know that children learn music from imitation, and students can't learn all kinds of skills without teachers' demonstration in class, especially in singing, instrumental music and other teaching activities, teachers' exemplary singing and playing are essential. Therefore, demonstration method is also one of the important methods of music teaching. The choice of teaching methods should also be based on the contents and characteristics of different teaching materials in the discipline. For example, the teaching methods of singing include listening and watching, and teachers can also model singing and play, and use pictures, teaching AIDS and gestures to help students sing well. Instrumental music teaching should avoid mechanical boring exercises, and teachers should explain it concisely and vividly. Appreciation teaching not only adopts appreciation method, but also can use poems, essays and pictures to promote students' association and imagination. The methods of analysis, synthesis and comparison should also run through the whole process of students' learning to appreciate music. The teaching methods of basic music knowledge and skills are mainly audio-visual combination, contact comparison and explanation, which are different from the methods used in general skill training. The actual situation of students, such as age characteristics and music quality, also affects the choice of teaching methods. For example, during the training of singing skills, the students in the middle and primary schools should be instructed to gradually change from chest breathing to chest-abdomen combined breathing and learn to sing with breath support; In the senior year, it is required to master the ability of controlling breath step by step, which lays the foundation for the transition from instinctive singing to artistic singing. At the same time, it is also required to train vocal methods and pronounce words clearly and accurately. Rhythm teaching should focus on students in the lower grades of primary schools. In teaching, teachers should provide students with simple demonstrations of possibilities, and use a large number of games to better mobilize students' enthusiasm for learning and practice. No matter in the teaching of instrumental music, appreciation or common sense of music, students in lower grades should focus on visualization and interest, while for students in higher grades, the teaching method can be used more. The quality of students also affects the choice of teaching methods. In the class with good music quality, the difficulty and depth of music knowledge and skills training can be appropriately increased, and the arrangement of classroom teaching content can be more substantial. For example, solfeggio can be used when teaching new songs. For students with poor music quality, they should learn new songs mainly by listening and singing, and the teaching progress should be slowed down and the difficulty should be reduced. In addition, when using teaching methods, we should pay attention to the reasonable cooperation of various teaching methods. In the teaching of singing and instrumental music, we should not only adopt demonstration method and practice method, but also use lectures alternately ... > >

question 2: what are the four famous music teaching methods? 1. Dacrox teaching method:

Content summary: "Dacrox music teaching method" is one of the four major music teaching methods in the world. Its characteristic is that teachers teach by improvisation on the piano, while students experience the feeling of music with body rhythm. The Dacroze teaching method is a teaching method that Emile Jaques-Dalcroze (1865-195), a Swiss musician, educator, composer, conductor, dancer and poet, successfully experimented in the Geneva Conservatory of Music in 195 and made it public.

Its teaching methods are: 1. Rhythm teaching 2. Listening training 3. Improvisation. 1. Rhythm teaching: This is to express the response to the music rhythm through the most natural rhythm of the body instead of the body. This kind of teaching mode is often used in our kindergarten, elementary school, lower grades of rhythm, singing and swimming. It often represents the beat with physical movements, such as walking, running and bending. Or distinguish different notes by clapping your hands and pedaling; Or through the regular rhythm of the game to stimulate students' ability to respond to the rhythm ... This kind of music teaching can be said to be the most consistent with cognition and thinking by guiding the potential of learning the basic ability of music with the sense of physical rhythm. 2. Listening training: Dacrox thinks that training songs to teach singing with the first tune is more helpful for the listening or memory of music appreciation, especially for the cognition between intervals and the imitation of simple songs. It is necessary to cooperate with the rhythm of the body to achieve the musical edification of "internal auditory perception". 3. Improvisation: This is by playing any musical instrument, students can freely play creative dance movements to guess the motivation and artistic conception of music. On the other hand, Dacrox also encourages the creation and attempt of melody and harmony. He believes that the coordination of rhythm and rhythm cannot be neglected.

The teaching characteristics of Duckroche teaching method:

1. Attach importance to the rhythm of children's body rhythm to cooperate with music teaching.

2. Dance and rhythm are the main activities in music teaching.

3. Teaching materials should be taken from the rhythmic materials in nature, which is the most natural feeling for children's music learning.

4. Attach great importance to the cultivation of children's sense of "vision" and "hearing".

5. Impromptu dance performance can promote children's expressive ability.

6. Music teaching should be based on rhythm teaching.

Second, Zoltan Kodaly's teaching method:

Summary: According to Zoltan Kodaly, he thinks human voice is the best teaching tool. Singing must be unaccompanied, just like traditional folk singing. From this point of view, the implementation of music teaching, o to have well-trained teachers and complete teaching materials, can be implemented in urban towns and even the most remote areas; Moreover, its teaching objects, from two-year-old children to adults, can learn music through singing, which can be said to be the most ideal music education for all.

Zoltan Kodaly's teaching method can take singing teaching method as its teaching purpose. It advocates that all music activities are:

1. Singing teaching; 2. Teaching with rhythm; 3. Solfeggio and song practice; 4. Sign language teaching.

1. Singing teaching In early childhood, singing began to be "chanting", with nursery rhymes, folk songs and proverbs of life as the theme, and singing was taught from the beginning of the third interval, with the range of five tones as the main part. Appropriate teaching materials were selected to cooperate with the implementation of teaching, and the teaching method was adopted gradually, from two to four bars, and then expanded to eight to twelve bars. Each class was based on the principle of 2 minutes.

2. Teaching with rhythm (1) Start with feeling the rhythm fast and slow, listen to the teacher's rhythm demonstration and imitate it by yourself, and implement it by clapping or stepping. (2) Adopting the rhythm syllable reading method to implement rhythm teaching. (3) songs are used to match the game movements, especially to give children the opportunity to create designs to match the dance movements of singing.

3. Solfeggio and Song Practice There are a series of teaching books for Zoltan Kodaly's songs and solfeggio, most of which are taken from folk songs, and appropriate teaching materials are given according to the students' level. Solfeggio training is mostly practiced by singing the first tune; Song practice is mainly based on two-part chorus, mostly folk songs, with a five-tone mode, which is difficult in rhythm and suitable for solfeggio and song practice for people with high ability.

4. sign language teaching Zoltan Kodaly's application of John Skurwen's sign language to solfeggio teaching method, the main feature is to use vision and hand-to-hand sign language movements to deepen children's understanding of the distance relationship between the intervals in the scale and make children feel the musicality of the ups and downs expressed by the tunes when children sing. Teaching characteristics of Zoltan Kodaly's teaching method: 1. Singing-oriented teaching method. 2. Take traditional folk songs and children's songs as the main teaching ..... > >

question 3: what are the primary school music teaching methods that attach importance to students' emotional experience, grasp the rhythm of classroom teaching, and make teaching design artistic? Another important aspect of music class is to arouse students' positive emotional experience through aesthetic activities, so as to achieve the purpose of cultivating students' sentiment. Emotional experience is produced in every teaching link, and there are strong and weak points. A beautiful experience with ups and downs will keep them interested and actively participate in students' practice. If students are compared to the piano in teaching, the teacher is the one who plays the piano, and the teaching design is the music score. If you can play the piano, it will make a beautiful sound, and excellent teaching design will make students have a positive emotional experience. This experience will lead to positive thinking activities. Therefore, when teachers design the May Day teaching, they must give full consideration to students' emotional experience and make predictions about the possible emotional experience of students. On this basis, the teaching content, methods and methods are adjusted. It is not good for classroom teaching to always make people sleepy, and it is not good for students to always be highly excited. An excellent classroom is like a good article and a good movie. At the beginning, it captures people's hearts and arouses their interest. The middle part is wonderfully presented, and the end is memorable. Moreover, the transition between all links is natural, coherent and smooth. Therefore, under the premise of taking care of students' emotional experience, teachers should also choose the teaching rhythm of the classroom, so as to make a lesson into a moving song with a beautiful melody.

Question 4: What are the teaching methods used in kindergarten music activities? I want to talk about how teachers grasp the lead-in link in singing activities to initiate interaction with children and arouse their interest in learning songs. 1. Verbal interaction. (1) story import. In the teaching, the teacher weaves the lyrics into a short story that children like to hear, which is used as the lead of the newly taught songs and explained to them in vivid language. (2) guessing. For example, in the song "Heavy Rain and Light Rain", the teacher uses a traditional riddle: "A thousand lines, ten thousand lines ....." to focus children's attention on this and listen to the song carefully. 2. Fan sings infection. Each song has its own different contents and emotions. They are high-pitched, low-pitched, cheerful or lyrical. How can children perceive all this? At this time, teachers need to perform emotional model singing according to the emotional requirements and style characteristics of songs to stimulate children's singing desire. 3. Animation playback. Teachers can combine the characteristics of songs to make PPT to attract children's attention. Only when children's interests are mobilized can effective interaction be caused.

question 5: what are the self-learning abilities of the three-beat teaching method in music class? They are the students' ability to study hard, explore and seek for knowledge. It is different from the general cognitive and perceptual abilities, and it is also different from the mechanical memory ability. Instead, under the guidance of teachers, on the basis of students' existing basic academic ability, it consciously and actively summarizes their own learning methods, actively organizes and utilizes various factors that affect their own learning, and successfully completes the developmental academic ability of learning tasks. In fact, the process of self-study is a complicated and arduous creative labor process, and it is a process of constantly exploring, discovering, understanding and mastering knowledge and developing ideas. Self-study ability is the comprehensive application of general ability and an important factor of educational goal. How to cultivate students' music self-study ability, so as to form good study habits, I mainly start from three aspects: before class, during class and after class. First, before class, before class, I asked students to focus on the goal, collect information related to learning songs (music), and let students be prepared in advance and interested in learning. Including writing, audio, audio-visual and related historical, geographical and other humanistic knowledge. For example, when teaching the song "Song of Seven Sons-Macau", I asked the students to collect the historical background of China's humiliation at that time, the geographical location of the seven sons and other related knowledge in advance. When teaching patriotic songs, I ask students to collect in advance: the wonderful scenes of the Olympic Games held in our own country in 28, their favorite Olympic songs, sports, athletes and so on. The materials collected by students, I try to show them in class one by one according to the class time, and give them affirmation in time! This can encourage students to study by themselves and cultivate their interest and motivation in self-study habits. Second, in class, let students enjoy the success of self-study. In the process of learning new lessons, teachers should not only correctly guide the important and difficult parts, but also let students learn some simple knowledge by themselves, so that students can easily get the joy of success! It also gives students an opportunity to show and embody their self-ability. With the increase of students' knowledge and the scope of self-study knowledge, it also grows. In the process of my music teaching, students are usually taught to understand the lyrics by themselves, so that they can analyze the mood of the song according to their own Chinese knowledge: Is it a praise? Lyrical? Lively? Still deep? ..... In the teaching of song melody, some songs that are difficult to learn, after I teach singing in the score, I will let students learn the lyrics by themselves. Set aside some class time for students to learn to sing by themselves. Let the students study together at the same table: one sings the music score and the other sings the lyrics; Or teachers sing music scores and students sing lyrics. Through their own study, students will find that they can learn a favorite song by adding lyrics on the basis of singing music scores! Experience the fun of successful self-study! I am also cultivating the good habit of self-study. Third, after-school learning is an extension of knowledge in class. Because the class time of 45 minutes is limited, teachers should be good at setting doubts and arouse students' desire to continue self-study and exploration after class. Continue to increase students' comprehensive knowledge. For example, when I was teaching the song "Santa Lucia", our teachers and students learned to sing the score and lyrics of the song around the theme and goal in class, and learned the characteristics of many boat songs in this watery Italian city; also