The fundamental purpose of music education is to cultivate the all-round development of children. It does not mean to train every child to be a musician, but to enable children to enjoy joy, fun and inspiration from music. . The following is a paper I recommend to you on a brief discussion of music education in small classes. I hope you like it! A brief discussion on music education in small classes Part 1
"A brief discussion on music education in small classes"
Abstract: Music It can make children enjoy joy and happiness, and lay a good foundation for their growth. Reasonable material selection, gamified scenarios, good teacher-child interaction, and cultivating a sense of innovation can enable children in small classes to gain more experience in learning music.
Keywords: small class music; material selection; games; interaction; imagination
CLC number: G610 Document code: A? Article number: 1674-9324(2014)03 -0267-02
Music is an object for human beings to engage in aesthetic activities. As an independent art, it has its own unique charm and has unique educational effects. The fundamental purpose of music education is to cultivate the all-round development of children. It is not to train every child to become a musician, but to enable children to enjoy joy and fun from music, to get enlightenment from music, and to improve children's intelligence. Develop and cultivate children's creativity and lay a good foundation for their growth and development. Therefore, providing music education to children in early childhood has a great impact on their good development throughout their lives. How to guide children in small classes to actively participate in music activities, obtain pleasant emotional experiences in the activities, so that children in small classes can better accept and enjoy music, so as to achieve the educational purpose of enlightening wisdom, cultivating temperament and character?
1. The selection of materials highlights the interests and makes them simple and easy for children to express.
Music activities are in line with children’s characteristics of concrete thinking, richness and imagination, and liveliness, and can enable children to gain great happiness and joy from them. satisfy. Children in small classes are young and have poor attention span. They show a strong interest in all interesting and fun things, but they will be uninterested in some boring and boring things. Therefore, when selecting materials, pay attention to choosing some interesting and child-friendly things. Teach content that is age-specific and easy for children to understand and accept, so that children will actively participate in activities and realize the educational goals. For example, I saw that children in the small class like to bathe the dolls in the doll's house and sleep with the dolls. They have rich experience in taking care of dolls, and they can also communicate with dolls using simple language and movements. In order to respond to children's needs, interests and real life, I chose two traditional nursery rhymes, "White Wash" and "Moonlight", which are rich in meaning of life, to organize music teaching activities. In teaching, I pay attention to the return of music to children's needs and children's lives, and skillfully use children's bathing, sleeping, and other life plots as the background of the entire music teaching activities. Children and teachers interact in various situations with language and non-language symbols as the medium. During communication, expressive language (movements, expressions, language, posture, etc.) is used to express the rhythm of nursery rhymes and express the experience of music. I let the children participate in activities according to the rhythm and melody of the music: bathing themselves, bathing their companions, bathing the rag doll, and coaxing the rag doll to sleep, thereby helping the children to upgrade their original life experience into a musical aesthetic experience. This kind of music teaching penetrates the spirit of dialogue between children and their own lives and music texts, and expresses the value of people and themselves, people and others, and people and life.
2. Start with games, create gamified situations, and guide children to participate in music activities
Bruner believes that the discovery method can stimulate intellectual potential, cultivate intrinsic motivation, and is conducive to learning Skills in discovery and retention of memory. Because children are young and have poor persistence and patience, they cannot explore for a long time in situations where they cannot see progress. Therefore, we should purposefully create a game environment that is conducive to children's exploration, discovery and active operation to stimulate their exploration. Drive. Children in small classes expect to act like adults and like to imitate adult activities, and the development of children's movements is better than the development of speech. Letting children listen to music and use movement games to express emotions is better than letting them sit quietly and listen to music or use Expression through singing is much more effective. Therefore, whether it is singing activities or music appreciation activities, teachers turn the works into simple and interesting stories in the sound of music, and situational games with simple or even no rules. Through repeated games, children can repeatedly feel the works and gain pleasant emotions from the games, thereby creating a desire to actively participate in the activities. This kind of game can be a complete reproduction of a musical work, or it can allow children to take on one of the roles or key passages. For example, in the song "Little Mouse on the Lamp", the child plays the role of a little mouse from beginning to end; in the song "This is a Little Soldier", the children are first asked to imitate the rhythm of the sounds made by cannons, trumpets, pistols and bronze drums, and the teacher can sing? This is the minion's trumpet? The game is played in the form of singing. The same goes for the song "I Love My Little Animals." In this way, although the children have not yet learned the songs, they have gained a pleasant emotional experience during the participation process. At the same time, they have become familiar with the works and developed a strong interest in music activities. The goals of singing teaching have also been better implemented.
3. Promote better development of children through teacher-child interaction
For preschool teachers, when interacting with children, they should have fewer conventions and stereotypes in the adult world, and use a Communicate with children with a childlike innocence, which will make it easier to enter the child's inner world. Suhomlinsky said: "To enter the door of the mysterious palace of childhood, the teacher must become a child to some extent." ?Let go of the teacher attitude and integrate into the children. Children in small classes are highly dependent on adults. In music teaching, teachers should infect children with positive emotions and participate in children's activities to make music teaching more authentic and works more contagious. For example, in the music game "Finding Kittens", I am a mother cat, happily hiding and seeking with my group of kittens; in the singing performance "Mother Tree", I am a mother tree, caring for a group of cute chicks Baby, the children were particularly happy during the interaction. They really enjoyed this happy music activity and they still have more to say.
4. Use imagination and cultivate children’s creative consciousness
In music activities, we should not just focus on the practice of skills and techniques, but also consider allowing children to express and create beauty. Because music activities include thinking stages such as feeling, imagination, understanding, and creation, it has a unique role in cultivating children's creative awareness and abilities. Cultivating creativity does not mean abandoning imitation. Imitation is still needed in music activities. It is the initial way of learning. However, it is necessary to quickly cross this stage and enter the exploration period to guide children to boldly innovate, think independently, and express their own unique ideas. opinion. For example, when expressing high and low sounds in the form of paintings, some children drew Thunder Father to represent the pitch, and drew a small fish blowing bubbles to represent the bass; some children drew a hammer to express the high sound, and drew a small tree to represent the low sound. Low voice? Faced with these childish creations, I gave affirmation, praise and encouragement, and also guided the children to perform in public. On this basis, I created a relaxed environment for the children, and guided them from shallow to deep to create and show their talents. Starting from adapting lyrics and playing simple musical phrases, and progressing to adding music to picture stories, composing music, choreographing movements, etc., children are encouraged to start from their own reality and fully demonstrate their creativity through hard work. For example, I guided the children to use musical instruments with different timbres to dub the familiar music "Looking for Kittens" to express the different characteristics and emotions of mother cats and kittens. Only by allowing children to do things according to their own conditions, methods, and wishes can they learn to take the initiative and use their imagination and originality. Although the children's performances are still very childish, they are all expressions of true feelings and reflect the children's unique imagination and creativity.
In short, in small class music education activities, as long as we make the content interesting, the activities situational, the form flexible, and the goals simple, we can reduce the pressure and difficulty for children to learn music. , let children get more happy experience in music.
References:
[1] Kindergarten Education Guidance Outline (Trial).
[2] Tan Yiwen.? Whitewash? (Small Class) Teaching Records and Comments [J]. Early Childhood Education, 2007, (05): 20-21.
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