In the three-year practical exploration of the project "Research on Developing Children's Creativity in Open Music Activities" of Jiangsu Preschool Education Research Association, we take music teaching as the breakthrough point to maximize the potential educational value of music education activities, so that children can actively explore and create in the process of open and diversified music activities, organically integrate the contents of five fields, and pay attention to cultivating children's exploration spirit and creativity in the process of organizing activities, so that children can give full play to them. Formed a certain style and characteristics of kindergarten music teaching, now we try to expand the material and content of music activities as follows, because the creative elements in kindergarten music activities can be tapped at any time:
First, the excavation and innovation of music activity materials:
1, rhythm material mining and creation:
Create rhythm in life: Learn from Orff's teaching thought of music teaching method, guide children to listen to the colorful sounds in nature and life, discover the changes of sounds such as movement, length and strength, and combine language to make music come alive. For example, observe and listen to the voice of the chef cutting vegetables:
X - | X - |X X | X - | X X X | X X X |
Chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop chop.
Create rhythm in songs: In music works, many notes and rests form various rhythm forms, which enrich children's rhythm performance and lay the foundation for their rhythm creation. We often use the method of changing the original rhythm to create a new rhythm, so that children can turn the eighth note into a dotted note singing method and turn the two-beat song into a three-beat singing method; The rhythm of creation is accompanied by songs, which helps children analyze the emotional characteristics of works and create corresponding rhythm patterns. Some children sing, and some children play rhythm accompaniment.
Create rhythm in the game situation: We often create rhythm randomly in the game, such as playing train games, and let children create the rhythm spectrum of two bars, four bars and eight bars of the brand in the song. At the same time, when sitting on the seat after getting on the bus, three people can sit in three seats, and the children form the rhythm of X X X|. One of them got off the train halfway and accidentally created X 0 after a rest. If the train is crowded, how can we take it when many people come? The children also figured out a way for two people to sit in one position, creating the rhythm of | X X X X | and | X X X |.
2. Exploration and creation of melody material:
Sing when you see a scene in life: in outdoor walks and group activities, encourage children to sing whatever they see, such as kittens, flowers and the sun. Children can sing two (or three) songs at will, and they are also encouraged to sing their own and their peers' names with their voices. In random activities, children are very interested, and we have expanded on this basis. Teachers and students greet each other before class. Every time the teacher sings "Hello, children" with different melodies, the children sing "Hello, teacher" with different melodies.
Adapting lyrics to strengthen routines: Usually let children feel the characteristics of music by enjoying different kinds of music. Some routines of life are also sung in the form of singing when organizing activities, such as 1 1 2- (sit down), 1 3 5 i (stand up straight quickly) and I 5 3 1 (sit down gently. In the life of collective music activities and other links, teachers use the melody of Protestant songs to randomly adapt the lyrics into singing praise (for example, before group activities, they sang the lyrics of a child's behavior (Big Apple, change: look at Zhou Xinyi, how well she did, and we applauded her when the teacher listened carefully. )。 When children talk about their feelings about music, they answer with lyricism or jumping, or a firm melody. Usually, I often play the game of "singing XX" with my children, and let them sing a sentence according to the proposition, such as singing peers, praising peers, singing kindergarten and so on. In improvisation, children can sing whatever they want and create at will.
Second, the expansion and innovation of music education content:
In collective music teaching, the teachers of the research group pay attention to and try to let children master some creative methods, so that children of all ability levels can enjoy the happiness of success.
1, Different creation and expression of the same music: Educators say that "a thousand readers have a thousand Hamlets", and the same music can make different children have different associations. It can be seen that the rich connotation of music works can give children a broad imagination space. Different individuals in the same crowd, the same person, have different reactions to the same music under different time and space conditions, and everyone has different ways and methods to express their thoughts. Therefore, in the music activities of our research group, teachers are required to think about different ways to develop a certain material, such as "Moment of Music", which is organized by teacher Ji Min and organized in the form of games. After the activity, the teachers of our research group had a heated discussion on the key points and difficulties of this class. Ji was also inspired and started in the class. The children created their own works according to their own characteristics. Some participate in story creation, some engage in atlas creation, some imagine painting, and some extend performances. In such activities, children's strengths have been developed, and children have enjoyed the joy of participating in the music process.
2. The same lyrics with different melodies, the same melody with different lyrics: the same material can be expressed in different forms, the same lyrics can also be matched with different melodies, and the same melody can also be matched with similar lyrics. Our attempts in teaching also make teachers and children feel the fun of innovation. Xiao Chun's lyrics, the singing activity of the big class, are actually catchy and come from Meng Haoran's five-character quatrains in the Tang Dynasty. From this, we find that expanding Russian materials can organize children to replace Xiao Chun's words with some familiar five-character poems, and at the same time, give Xiao Chun other melodies. As a result, children like singing, and when they get home, they pester their parents to learn ancient poems. Children are also encouraged to sing the children's songs and poems they have learned, and let them try to find out when to sing the children's songs and poems they are familiar with.
3. Try to change the rhythm and speed of the same song: the rhythm and speed of the song often express the emotion of the song. So in our practice, it is also interesting to try to change the rhythm and speed. The same song "Chinese Cabbage" is performed by children according to their original emotions, and the children feel sad, but when it is sung in a fast jumping way, the children's expression will soon become happy. Therefore, singing one more song is a magic weapon for our children to enjoy music and feel the endless changes of music. Many attempts have been made to make the changes in children's childlike world more colorful.
4, try to choose legends, fill in the blanks: provide children with ready-made melodies, send children some fill-in-the-blank cards that are used many times, and the children fill in the blank lyrics under the melody. For example, the big class singing activity of "Singing Spring" in Northeast China is a little legend for children for the first time. After auditioning six phrases, the children were asked to fill in the blanks, create and perform according to the previous content. It is good for children to challenge their observation and thinking ability.
5. Comparison of similar or opposite styles and contents:
In the middle and large classes, in the process of music teaching, the teachers of the research group started a comparative teaching attempt, that is, comparing songs with similar or opposite styles, guiding children to find the connection and similarity between them (on the contrary), and then creating with expressive symbols, such as Little Leaves and Lost Ducks, which are two songs learned by middle and large classes respectively, so that children can find their melodies, emotional expressions and expressions. "March of the Lion King" and "Dream" are both from the composer Saint? Sang's works, but their styles are really different. Comparatively speaking, young friends have more deeply felt the quiet and soft night scene and magnificent musical characteristics of The Lion King in the Forest. Vertical connection and horizontal comparison make our music teaching materials richer and more vivid.
In the process of implementation, our research has been adjusted from two aspects: one is the expansion and expression in the field, and the other is the infiltration and integration between fields, so that children can actively participate in teaching activities with the encouragement of teachers. Music-oriented creative activities are to let children try new lyrics with their existing experience, and further extend the existing experience to their lives, and use various educational resources to plant the seeds of wisdom for the diffusion and expansion of children's thinking.
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