Appreciate the surprise symphony
First, the topic is "Appreciating the Symphony of Surprise"
Second, teaching material analysis
Symphony of Surprise is a compulsory teaching content of music appreciation in senior high schools by People's Education Press. It is Haydn's masterpiece, of which the second movement is the most famous. This work appears in the form of variations. The first movement is very fast and feels light and smooth. The speed of the second movement slowed down, and at first it was weak, light and unchanged. In an instant, the band turned up to the maximum volume and broke into a strong sound. The timpani struck violently, imitating thunder. The third movement of music is minuet, which is lively, humorous and full of energy. The fourth movement became faster, as if people were dancing happily. Therefore, this symphony is extremely important to improve students' appreciation ability.
Third, the teaching objectives
1. Knowledge and skills:
(1) Through the participation of all students, the students' performance level and ensemble ability of simple musical instruments are cultivated.
(2) Through the students' personal expression of the works, understand the variations and the creative techniques of variations.
2. Process and method:
(1) Students analyze their own works, imitate and practice playing, and complete the teaching.
(2) Give full play to the advantages of special students and give them more room to display.
3. Emotions, attitudes and values:
(1) Cultivate students' interest in instrumental music performance through participation in performance.
(2) Through the analysis of playing works, students can further understand Haydn's creative style, pay more attention to his works and cultivate their appreciation of classical music.
Fourthly, the difficulties in teaching.
1. Enjoy the Symphony of Surprise in sections.
2. By playing the works, students can further understand Haydn's creative style and cultivate their appreciation of classical music.
Five, teaching methods and teaching design intent
1. In the process of classroom teaching, I guide students to take the initiative to carry out music activities such as solfeggio, audition and ensemble, so as to stimulate students' enthusiasm for learning and get familiar with the theme of songs, thus contributing to the good effect of "diving into music with the wind".
2. Implement the "student-oriented classroom 243" teaching mode. Using the medium of learning guidance plan, we can flexibly handle the four links of "pre-compensation-new knowledge exploration-formative detection-follow-up compensation" according to the learning situation, and really give full play to the students' main role to create vivid classrooms, student-oriented topics, generated classrooms and growing classrooms.
Sixth, the teaching process.
(1) Import:
Review the last lesson. Recall the content of last class through the teacher's questions (see blackboard design)
(b) Students analyze works and play pieces of works with musical instruments.
Existing musical instruments; Clarinet, piano, violin, erhu.
1. Subject: All students play clarinet. (How to deal with the change of strength? Pay attention to the last note. )
2. Analyze and play four variations and conclusion: Let students analyze the artistic conception of the works, play musical instruments and choose the existing instruments to play.
(1) Variations 1: Let the students enjoy the clip again and listen to which instruments are played. What instruments can we play? What is the mood of the work? Why did Haydn play in such a mood?
(2) Variation 2: Tuned into a minor with the tonic. Please enjoy this video.
(3) Variant 3:
(1) What instrument is used to play the sixteenth note?
2 appreciate the clip. What instruments are used to play these two parts respectively? What instruments can we play? What creative technique was used?
(4) Variant 4:
(1) The band played hard and the strings were set off by the fast sextet. Appreciate this part. What musical instrument can you play?
(2) appreciate the second half, what instrument did you use? What instruments do we play and how do our works change? How to deal with the last strong fight?
(5) Conclusion:
How does the author deal with emotions? Why? How do we play?
3. Play the work completely under the direction of the teacher. Pay attention to the cohesion of paragraphs and the input of different instruments.
(3) Summarize the variations and appreciate the fragments of other variations.
Please tell the students what the variation form is by playing the works. Let the students appreciate two works with variations and further understand the variations. (Variations on Little Stars, Girls' Prayer)
(4) Summary
By playing the works, students not only have a deeper understanding of the works, but also have a further understanding of the variations.
Student activities
Students analyze the artistic conception of the work, play musical instruments and choose existing instruments to play.
2. Variation 1: the theme structure is intact, and the violin is set off by a fast sixteenth note. The theme can be played by clarinet, the number of people can be halved, (the other half can be changed repeatedly), the sixteenth note can be played by strings, and you can choose the grand piano or erhu. Students analyze the artistic conception of the work and the pleasure after "surprise"
3. Variation 2: Piano students play Part A for us. (omit part b)
Variation 3: Sixteenth notes can be played on clarinet. The oboe and violin play a two-part melody. You can play flute and violin. This part uses polyphonic creative techniques. All the instruments are played together, and the piano is played in sextet. The students all played.
The works are played with strings, erhu and violin are all acceptable. Many changing rhythms have been added to enrich the works. Some students play and others listen. When playing hard, all clarinets join in and play together.
5. Conclusion: I feel depressed and gloomy. Because nothing will change after the shock. Clarinet players are half in number, and their strength is weak. All the students played the work completely. (Students summarize the changes. )
Variations: first play a theme with its own paragraph, then change a series of themes, and make the theme play in many ways through many different variations. At least three or five times, and dozens of times.
teaching evaluation
The teaching objectives of this class are clear and reasonable. By analyzing the works, students can choose familiar instruments to play their own works, which can further understand what variation is, make boring theories easy to understand and cultivate students' interest in western classical music in practice.
Symphony No.5 in C minor (Destiny)
Teaching analysis
This lesson is the content of Lesson 5, Unit 1, Music Appreciation, Senior One, People's Education Press. Symphony No.5 in C minor (Destiny) is the masterpiece of Beethoven's life. It profoundly embodies the unique epic and heroism in Beethoven's works. It is a classical symphony with a typical Beethoven style and has great appreciation value.
Grade: Senior One
Teaching content 1. Enjoy the first movement of Symphony No.5 (Destiny) in C minor.
2, understand the symphony, Beethoven's life.
Teaching objectives
1. Emotional goal: By appreciating the first movement of Beethoven's Symphony No.5 (Destiny) in C minor, we can understand Beethoven's thought, will and spirit about the struggle between human beings and destiny.
2. Knowledge goal: To understand the main differences in melody rhythm and dynamics between the two themes in the first movement of Beethoven's Fifth Symphony of Destiny in C minor.
3. Ability goal: Evaluate the expressive function of musical elements through appreciation and perception. Students independently collect and sort out information about symphonies and composers' lives, communicate and supplement in class, and cultivate students' ability to collect and process information independently. Learn to study independently and cooperatively.
Teaching assumption
Teaching emphasis: Understand the basic knowledge of symphony, be able to actively experience the emotions expressed by music, appreciate the first movement of Symphony of Destiny, and be familiar with its first and second themes. Interested in symphonic music, take an active part in music activities.
Difficulties in teaching: Perceive and evaluate the performance of musical elements through appreciation and comparison.
Teaching methods: sing along, discuss, compare and practice.
Teaching preparation:
Student: Collect information about symphony music, Beethoven and symphony of destiny through various channels (Internet, books, stereo, etc.). ) communicate and supplement this lesson.
Teacher: Prepare relevant materials, audio, courseware, etc.
teaching process
Game import
Ask two students to act out the scene of shaking hands when they meet:
Meet each other
Two people covered with cloth (background music: fate theme)
Teacher: Students, have you learned anything from the performance just now?
Ask these two students to talk about their feelings.
Yes, how much harm and mental disorder physical disability brings to people. Just like the musician we are going to see today, he is deaf in both ears, but in the case of deafness, he wrote a magnificent movement with amazing perseverance. I believe all the students know his name. Let's say his name out loud-Beethoven.
Beethoven profile
Please tell me something you know about Beethoven.
Show Beethoven's portrait and try to figure out his character through his expression.
The students have learned something about him by searching online books and materials before class, so they can complement each other. )
Show courseware, watch short films and learn about Beethoven's life and main representative works.
Teacher: I think that among Beethoven's many works, the following one can best express his thoughts and spirit! Presentation topic: Symphony No.5 in C minor (Destiny).
Third, the presentation and appreciation of music clips
1, main melody appreciation
A. After appreciation, the courseware shows: What kind of atmosphere do you feel in the music?
(weird)
Teacher: regarding this dominant motive, Beethoven once said to his friend, "fate knocks on the door like this." Hence the name of the symphony of destiny.
Through such music, let us feel that this fate is good luck or bad luck?
(Bad luck)
B. Look at music examples and sing "The Theme of Destiny" with others.
1=be2/4
f0333| 1-|0222|7？ -|
(Strongly requested)
2. Appreciation of subtitle
This is a lyrical melody full of hope and warmth, which appears in a beautiful ideal image.
1=be2/4
p5 1︱7 1︱26︱65︱
(Sing along with the law)
3 Comparison of the two themes
Group discussion: Do these two themes give us the same impression? (Table comparison, omitted)
Performance comparison:
Male students-fate theme: singing and knocking at the door with strength, imitating the appearance of bad luck knocking at the door;
Female students-lyric theme: sing with weak strength, draw lines with hands, and express beautiful and warm feelings.
Comments:
We use our own songs and actions to express our understanding of different musical emotions. The students performed very well. In fact, the gesture we just made was just a simple command action. Maybe there will be a conductor among us in the future.
Today, I bring you an Austrian conductor-karajan, who is one of the best conductors in the world. Please see how his teacher expresses his understanding of fate with body language.
Enjoy the whole song and discuss in groups:
While enjoying it, please record your thoughts in your notes. The struggle against fate? You can use lines, pictures, words and so on to record your truest feelings.
Group discussion: After the appreciation, students in each group exchange their feelings and send representatives to speak.
Teachers comment on representative records.
Note: (Destiny and hope, struggle and victory, depression and grief, grandeur and enthusiasm. Win victory through struggle. Resistance and struggle against fate, hope and yearning for life, disgust and spit on nobles, feeling the shock and agitation of France, firmness and passion for the future, and longing for happiness. )
The psychological course of Beethoven's struggle against fate: depression-despair-unwillingness-struggle-victory
Extension extension
Winning by struggle, emphasizing the contrast of contradictions and repeatedly strengthening the theme are the styles of Beethoven's music works. We should have strong will, courage and confidence to overcome all the difficulties in our daily study and life.
Please give some examples of students struggling with fate. Let's learn from their indomitable fighting spirit.
Students speak.
Our revolutionary pioneers are not afraid of hardship and sacrifice, and they are tenacious in fighting against the enemy. Here, let's review history and cherish the memory of revolutionary martyrs. Please all stand up and sing the national anthem together.
Sixth, the teacher's message.
Students, our life is like a huge ship about to set sail. The future may be full of dangers, or it may be bumpy, but as long as we firmly believe and bravely fight the storm, we will certainly be able to create our own youth!
People who have no reason to go out of Yangguan in the west
Teaching material analysis:
"Going out of Yangguan for no reason" is the content of Section 25 of Unit 14 in the vocal version of the new curriculum standard for high school music appreciation. It mainly introduces two ancient China songs, Yangguan Sandie and Yangzhou Slow.
Based on the textbook "Three Stories of Yangguan", this lesson introduces the relationship between China's ancient poetry and music, and shows the musical charm of China's ancient poetry by combining Chinese, historical knowledge, popular songs and dances.
Teaching objectives:
Through the appreciation and study of three stories in Yangguan, we can understand the relationship between ancient Chinese poetry and music, guide students to explore and discover different artistic forms of ancient Chinese poetry, experience the artistic charm of ancient Chinese poetry, inspire students to love our excellent national culture and enhance national pride.
Teaching emphases and difficulties:
1. Focus: Understand the relationship between China's ancient poems and music in teaching activities, and experience the artistic charm of China's ancient poems.
2. Difficulties: Inspire students to explore and discover the relationship between ancient China poetry and music in different artistic forms and at different levels.
Teaching aid preparation:
1. Audio materials: Three Layers of Yangguan (solo) and Accompaniment;
I hope people live a long life (pop songs);
TV drama song "Rolling the Yangtze River to the East";
Yu Meiren (solo);
Acacia (new era music);
It was a long time before I met her, but it has been longer since we separated (pop songs);
2. Audio-visual material "Tapping Songs" (Dance)
3. Chinese textbook for senior one.
Teaching process:
Play "I hope people live a long life" (pop song) before class.
Second, in class, teachers and classmates say hello.
Third, ask questions:
1, can you tell me the song you just heard?
2. Can you tell the lyrics of the whole song?
Ask a classmate to sing this song for everyone.
(This is a poem by Su Shi in Song Dynasty, with the inscription "Water Carving Song Tou". Among them, "I wish people a long time, and thousands of miles are beautiful" is an eternal sentence. As a popular song, this song is familiar to most students and can stimulate their interest. )
Fourth, introduce the topic.
People who have no reason to go out of Yangguan in the west
-Feel the musical charm of China's ancient poems.
5. Feel the artistic charm of three stories in Yangguan.
1, ask a classmate to recite a poem "Send Yuan and Two Stones to Anxi".
Please introduce the artistic conception and author of this poem.
3. The old teacher sang "Three Levels of Yangguan" to remind students to pay attention to the relationship between the rhythm of poetry and the rhythm of songs.
4. Learn to sing in a low voice following the recording.
5. Discussion: Is there any internal relationship between the rhythm of the poem "Send Yuan Er An Xi" and the rhythm of the song "Three Layers in Yangguan"? Please explain.
Feel the artistic charm of three stories about Yangguan. Students can participate and mobilize themselves, and get a preliminary understanding of the relationship between poetry and music through reading, speaking, singing and discussion. )
Sixth, communication and sharing.
1. Show the materials collected by students before class about various artistic forms of China ancient poetry.
2. Display the information collected by teachers:
The Yangtze River flows eastward to remind students of the relationship between rhythm and musical melody in poetry.
Li Chi Ngai in Acacia reminds students to pay attention to the relationship between artistic conception in poetry and musical artistic conception.
"Step Song" (Dance);
"I met her a long time ago, but since we broke up, the time has become longer" Li Shangyin;
Yumei, Li Yu.
3. Discussion: How to treat the relationship between "poem" and "song" in poetry?
(This link is mainly to fully tap students' autonomous learning ability, actively discover materials, actively feel materials, and actively explore problems;
The display of teacher information may depend on the situation on the spot. If students don't bring much information, teachers can type more information, and vice versa. )
Seven, the arrangement of extracurricular exploration and summary:
Extra-curricular exploration: in the Chinese textbook of senior one, choose a poem that interests you and try to compose music for it.
2. Introduce the related knowledge of composition. (simple)
3. Summary:
(1) student summary; (omitted)
(2) The teacher concluded:
First, the relationship between poetry rhythm and music rhythm.
B, the relationship between rhythm and music melody in poetry.
C. the relationship between poetry and music. We often say: poetry, poetry, it can be seen that poetry and song are related. The poems in The Book of Songs are all ancient lyric poems. The ancients sang beautiful songs, learned to sing and were eager to learn. When we studied Song Ci, we noticed that there were two names: epigraph name and qupai name. The epigraph of Song Ci is actually music. It is written by sound, that is, the tune is played first, and then the lyrics are sung according to the music played. Yuanqu, Song Like Ci, with music score. The framework of a epigraph or qupai is fixed, and the playwright either writes words according to sounds or words, thus producing ever-changing operas. But it's a pity that only the script is left, and there is no music. However, despite this, we can still see some traces and clues of music from some scattered ancient books. Through today's lesson, we can learn that music is closely related to various arts. Especially in songs, poetry is the core of music, and music is the soul of poetry. When we study China's ancient poems, we can feel their rhythm and emotion with the help of music. When learning music, you can feel its artistic conception through poetry and other literature and art, so you can't just focus on one subject and ignore others when learning music. Art is interlinked. Only by mastering extensive knowledge can music step into a higher position.
4. End the course by singing "Wish others a long time".