How to teach the weak

Question 1: How to solve the "weak link"? This afternoon, in Class 5 (1), I learned the song "Home on the Ranch". This is a song that American children praise their ranch home. The teaching requirements mentioned in the teaching reference are: teachers should pay attention to the rhythm of weak beat and ventilation when singing. In class, I deliberately don't use too academic language to explain the weak beat, but let students feel the relationship between the strong beat and the weak beat through model singing. I find that it is not difficult for students to grasp the meaning of the festival, but they are always not so accurate in the compactness of music. This is also a question that makes me depressed. As music teachers, we are influenced by the sense of music since childhood, and we don't like to hear the rhythm that is out of step or procrastination, but this kind of problem appears in students. How to solve it? Music terms are explained as follows: Generally speaking, most songs (music) start with a strong beat, but we often see some songs (music) start with a weak beat or a second strong beat. The measure of weak beat or second strong beat is called weak beat. The last ending bar of the song (music) of the weak festival is often incomplete, and the number of beats added from beginning to end is exactly equivalent to a complete bar. Music starts from the weak part of the beat (weak beat or the second half beat), which is called "weak music" or "weak music". The part before the first bar line of weak music is called "weak node". The weak rise can be used for both music and phrases in the middle of music, which is called "weak rise phrase". The weak segment belongs to incomplete segment or incomplete segment. A piece of music that begins with an incomplete bar usually ends with an incomplete bar, and the sum of these two incomplete bars equals a complete bar. When counting the number of bars in a piece of music, start with the first complete bar. I also found some methods to solve the weak links on the internet, hoping to use them in the classroom. It is difficult for primary school students to master the weak links, and everyone can exchange experiences and learn from each other in teaching. First of all, let the students listen more and focus on the phrases in the weak section; Then feel the word in the form of action, and the word begins with this word. Second, it's easier to master by counting the missing beats of incomplete bars first and then melting the music when singing. Use the method of "the next forehand into the water". Ask the students not to sing the weak section first, but to sing the strong beat section directly. When the students are familiar with it, they can add weak bars. In fact, there are many ways to solve the "weak bar". I think the method of breathing prompt is also possible. Yes, try it in class later!

Question 2: How to correctly grasp the beat of weak knots? The weak section in music is an incomplete section, one part is at the beginning of music, and the other part is at the end of music. For beginners, it is easier to master by counting the missed beats of incomplete bars first and then melting the music when playing. Generally speaking, most incomplete bars start from the second half beat of the bar, or from the second half beat, so the rhythm of the electronic organ generally chooses the forehand beat of the next bar to enter. Small and weak festivals are generally not accompanied by automatic rhythm.

How can Sibelius7 be weakened? Also, I want to play solfeggio and practice my ears, and play four questions on one page. After finishing one question, how can I type the second question horizontally? 1: Please refer to the method mentioned in sibelius 7 reference guide for weak startup. pdf。

2. After the first question is finished, click the bar line in the last section of the first question and press Enter.

3. If you want to cancel all chapter numbers, you can:

Appearance-Carving Rules-Section Number-No Section Number

Question 4: I wrote a song myself, and I can sing it, but I can't draw a line when I write a notation! What happened? I don't know where I should draw one. Well, there are different 4/4 beats, 3/4 beats, 2/4 beats, 6/4 beats, 3/8 beats and 6/8 beats in the bar.

That is to say, it is stipulated that a quarter note (or an eighth note) is taken as one beat, and each bar is taken as X beat. According to different music, the rhythm of each stroke is different, for example, 4/4 beats are strong or weak.

So please draw a bar line according to your own needs. Of course, there may be weak bars and the like.

At the same time, it seems that you don't know much about music theory, so I want to remind you whether music conforms to basic music theory, such as bar division, harmony and variation of music, beat and so on.

I hope my answer is useful to you.

Question 5: How to carry out the teaching objectives in music classroom teaching Abstract: Music teaching work plan 1. The guiding ideology comprehensively implements the party's educational policy and enables students to develop morally, intellectually, physically and aesthetically. Music class is a part of aesthetic education. We should pay attention to cultivating students' ability to sing and feel music. Through the artistic image of music, we can cultivate students' lofty ideals, cultivate students' sentiment, enlighten students' wisdom and promote children's physical and mental health development.

Music teaching work plan

. Analysis of learning situation: I am honored to be a music teacher in the central primary school this semester, as a music class in grade 1-5. Through the communication with my classmates, I found that my classmates still have some shortcomings: 1, the songs of grade two and grade three are all single-part songs, so it is difficult to sing two-part songs. The two-part songs are all good, but it is difficult to coordinate and unify. So we should strengthen our practice. 2. Most students have a certain foundation in singing, solfeggio and listening practice, but there are still four or five music underachievers in each class who are tone-deaf. We should give more care to these students, make them like music as soon as possible, make them happy and get rid of the hat of "music blindness" as soon as possible. 3. In appreciation, most students are trying to be lively, but they are not familiar with or know very little about the theme of the track. If students don't know where the beauty of music lies, it will be difficult to stimulate students' mood of enjoying music and fail to achieve the expected purpose. Therefore, students need to be familiar with the melody before enjoying it. Teaching task: 1. Learn all the songs in the textbook, and make students love the motherland, people, labor, study, science, nature and life more by singing songs. 2. Learn the following reading knowledge: weak bars, quick marks and syncopation across bars. 3. Seriously complete the comprehensive training after class, and gradually improve the students' ability to create and fill the melody through practice, and gradually learn to distinguish the true and false of * * * *. 4. Have a good appreciation class, expand students' horizons through appreciation, and effectively infect and motivate students with the artistic image of music. While giving a good appreciation class, we should carefully introduce the "wind instrument" and "percussion instrument" of national musical instruments to improve students' national self-esteem and pride. We should also introduce the life stories of world famous musicians Mozart and Xian Xinghai, and learn from their indomitable spirit of struggle. Work measures 1. Carefully prepare lessons, carefully study the music syllabus, fully understand the teaching tasks of this semester, prepare textbooks, prepare students, and prepare teaching methods. The teaching objectives are clear and the difficulties are outstanding. 2. Listen carefully. Classroom is the main position for teachers to complete teaching tasks. Improving the quality of classroom teaching is the main means to complete the teaching task. Classroom teaching strives to be clear-headed, structured, in line with students' cognitive laws, vivid and vivid, and stimulate students' interest in learning. 3. Actively participate in teaching and research activities within the group, listen to the classes of peer teachers, absorb their strengths, and constantly improve their business and teaching ability. 4. Actively and boldly use modern audio-visual teaching equipment to increase teaching capacity and improve classroom teaching effect. 5, close contact with students, often ask for students' opinions on teachers, constantly improve teaching methods, improve teaching effect, and strive for greater gains.

Question 6: How to carry out scientific and effective music classroom teaching design With the continuous deepening of the implementation of the new curriculum, basic music education and teaching has experienced unprecedented prosperity. How to carry out scientific and effective music classroom teaching design and promote the comprehensive and harmonious development of primary and secondary school students' body and mind is a problem that our basic educators often face.

We know that teaching is a purposeful, planned and organized two-way interaction between teachers and students. Therefore, before the implementation of teaching activities, according to the requirements of certain purposes, choosing the correct content, formulating methods and strategies in advance and carefully designing are our first clear tasks-teaching design. In this sense, design and teaching are inseparable, even innate. It's just that this design will show differences because of each teacher's educational concept, knowledge level, quality and ability, experience, teaching conditions and working environment. Secondly, we need to know what the music teaching design includes. The process of music teaching design is a comprehensive process, which mainly includes: determining teaching objectives, understanding students' actual characteristics, selecting and formulating teaching methods and strategies, evaluating and reflecting teaching effects, etc. Furthermore, when designing the music teaching process, we should also consider several factors. In terms of time, there are: the design of school year, semester, unit and class hour. Tasks include: teaching objectives, learning tasks and learning effects. Forms include: teaching methods, teaching means and organizational forms. In terms of conditions, there are: teaching environment, humanistic environment, teaching equipment, technical means and so on. What we are talking about here is the teaching design of music class, which is a specific teaching plan designed by teachers in class hours after preparing lessons, also called teaching plan. It usually includes topic selection, class hours, class hours, learning situation analysis, design ideas, teaching objectives, teaching material analysis, teaching priorities, teaching difficulties, teaching preparation, teaching process, blackboard writing design, teaching reflection and so on. The writing forms of instructional design include detailed cases, simple cases, table formats and manuscript styles. Next, discuss several main contents in classroom teaching design.

First, determine the teaching objectives.

Teaching goal is the starting point and destination of teaching. The teaching goal is the expected learning result of students, that is, the teacher sets the standards that students should reach after learning this course in advance. Therefore, teaching objectives should state students' learning results, not teachers' goals, such as guiding students, cultivating students and cultivating students. Music teaching goal is a system composed of a series of teaching goals of different sizes and levels. It includes the general goal of music course, the teaching goal of semester (or grade), the unit goal and the teaching goal of class, and each subordinate goal is the embodiment of its superior goal. As we all know, the current music curriculum standards stipulate in the form of guidance and instruction: the setting of music curriculum objectives is based on the realization of music curriculum value. Through teaching and various lively music practice activities, we can cultivate students' interest in music, develop students' ability to feel and appreciate music, express and create, improve students' musical cultural literacy, enrich students' emotional experience and cultivate students' noble sentiments. The above curriculum objectives are contained in emotional attitudes and values; Process and method; Knowledge and skills are embodied in three levels.

Now let's pay attention to the teaching objectives of the class, that is, the teaching objectives in the teaching plan design. Its basic characteristics are: concreteness, operability, flexibility of target design and timeliness of target realization. Teaching objectives play a guiding role in teaching design, that is, teachers should consider teaching objectives when choosing and adopting all teaching behaviors, teaching steps, teaching methods and preparations. The following analysis combines class examples:

For example, the definition of the first grade music textbook "Grassland is My Home" is:

1. By learning the basic movements of songs and Mongolian dances, let students feel the characteristics of Mongolian folk songs and Mongolian folk culture and stimulate their interest in China folk music.

2. By listening, perceiving and dancing, students can sing songs accurately, neatly and emotionally, and write their own movements to express music.

Another example is the fourth-grade art textbook of Little Cheerleading Education Science Press, and its teaching objectives are determined as follows:

1, guide students to sing songs with * * * and cheerful emotions, and educate students to learn to be happy and civilized little cheerleaders.

2. Cultivate students' sense of team and collective honor by learning to sing.

3. Master the singing methods of the weak festival in songs, and cultivate students' musical feeling ability and composing ability.

The above two lesson examples are comprehensive lessons based on Song teaching, emphasizing students' learning achievements, rather than stating teachers' goals, only aiming at teachers' requirements in teaching design ... >>

Question 7: The lesson plan of "How do I grow up" in kindergarten large class music 1. Teaching content: perform "How I grew up"

Second, the teaching objectives:

1, deepen students' understanding of triple time, and let students feel the harmony effect of two parts through vocal music practice.

You can sing the whole song with one voice and emotion.

By learning to sing this song, students can feel the kindness of the teacher.

Third, the teaching focus: the mastery of dotted notes and weak rise in songs.

Fourth, teaching difficulties: let students feel the harmony effect of two parts.

Verb (abbreviation of verb) teaching process;

Performing "How I grew up";

Preparation: This is an episode of the movie Smile by Candlelight. The tune of the song is beautiful and lyrical, and the meaning is concise. Through the image of "little tree", the true feelings of children who are not afraid of difficulties, wind and rain and grow up happily are expressed. Song in 2/4 beat, Gongdiao, two-part structure. The first paragraph * * * has four symmetrical phrases. The first phrase has a smooth tune and a cordial and lyrical tone, which shows the innocent and lovely image of children. The second phrase jumped into the music with a weak octave, further enhancing the children's desire for rapid growth. The third and fourth phrases are the melody patterns of the first two phrases.

1. The lyrics of this song seem simple, but they are very philosophical. Students should be guided to understand its profound meaning in teaching. Combining the heroic footprints in previous works, we should carry out quality education with moral education as the core. ?

The tune of this song is in three beats. When learning to sing, students are required to clap their hands while singing in the command mode of three beats. Generally speaking, it is not too difficult to slow down and study in two stages. ? 3. Two-part chorus is difficult and should be handled with caution in teaching. If there are difficulties, the difficulty can be reduced appropriately. For example, it may be easier to change the first tone of each sentence from the third degree to the same degree. ?

4. In the performance of the song, pay attention to the tone of the lyrics, such as question and answer, especially to sing the fluency of three times and the harmony of two parts. ?

5. On the basis of students' understanding of the meaning, discuss how they should grow up.

Question 8: How to write the theme activity lesson plan 1, design intention, or teaching material analysis.

2. Activity objectives

3. Activity preparation

4. Activity process

If necessary, you can add a fifth point: activity extension.

In education and teaching activities, we should determine the activity objectives according to the class hours and make good preparations for the activities (omitted). In the process of activities, we must first grasp the key points of teaching difficulties: teachers must master the teaching content skillfully before preparing lessons, so as to find out the teaching difficulties and set the key points according to the objectives. For example, teaching singing, if you want children to learn a song, the first thing to overcome is the focus and difficulty of this song. Such as rhythm, dotted notes, rests or weak bars. Only by solving the difficulties in teaching can we achieve the teaching purpose.

Teaching poetry: There are many methods, such as teaching in clauses, teaching in two sentences or following the whole poem, depending on the children's acceptance in your class and the teacher's experience. There are many forms of consolidation review, such as group, individual, group or teacher-student interaction, and then the next sentence game.

There are many ways to end the part. There is no fixed pattern, but there are generally.