Music teaching has advantages that other disciplines do not have in developing students’ intelligence and cultivating multi-faceted abilities. Therefore, the cultivation of ability should be included in music teaching as an important task. The "Music Curriculum Standards" clearly states: "Music education takes aesthetics as the core and mainly affects people's emotional world." "In music teaching, emotions, attitudes and values ??should be given top priority and emotional experience should be highlighted." It can be seen that music is the most important An art form that is good at expressing people's emotions and can arouse emotional resonance. In the new round of music curriculum reform, as a music teacher, we should be based on the reform of students' learning methods, through new design ideas, infiltrate the "aesthetics as the core" teaching concept throughout the process, pay attention to students' emotional attitudes and values, in order to Aesthetic education is truly integrated into music teaching. 1. Aesthetic perception, experiencing emotions Rodin once said: "Art is emotion." Musical art does not directly describe events like literary works, nor does it directly depict life like art. It uses pleasant sounds and exquisite and ingenious musical forms. That is, the unique sound language narrates and affects people's emotions. The sounds used are organized musical sound series, which must be perceived by hearing. It infects and educates students through the artistic image of the works and students' aesthetic activities. Only on the basis of rich emotional experience, using emotion to convey emotion and conveying emotion through voice, can both emotion and emotion be combined and affect people. As an important way of aesthetic education, music education is characterized by emotional aesthetics. This indissoluble bond between emotion and beauty determines the fundamental approach of music education: educating people with emotion and educating people with beauty. Students are the subjects of aesthetics, and teachers’ music activities are the aesthetic objects of students. The aesthetic process of music activities is a process of continuous exploration and innovation. Excellent musical works are the crystallization of the author's concentration on writing and music. After the second creation by professionals, they better interpret the ideological connotation of the work and have strong artistic appeal. Students' listening, appreciation and understanding are three-dimensional creation. In the aesthetic process from "second-degree creation" to "third-degree creation", a special way of thinking is formed, which is based on perceptual knowledge and guided by rational analysis. A variety of psychological factors, from introducing emotions to experiencing emotions, produce beautiful associations and imaginations. Teachers should grasp the characteristics of music, be good at discovering, searching for and studying the special principles and laws of music education from the laws provided by psychology and pedagogy, and discuss listening and singing comparisons through experience, intuitive perception, interest induction, natural penetration and inspiration. and other methods to form artistic aesthetic teaching ability. At the same time, teachers should grasp "emotion" well and use their own emotions to affect and stimulate students' emotions. Demeanor, language, movements, conducting, singing, etc. must convey emotional information and give students beautiful feelings and inspiration. When the teacher steps down from the podium, walks among the students, and communicates and interacts with the students along with the emotional expression of the song, supplemented by appropriate movements, the students will feel particularly cordial. Teachers' expressiveness directly affects students' musical sensibility, and plays an important role in stimulating students' interest in learning and enabling them to make accurate psychological responses to the melody, rhythm, speed, intensity and other musical elements in songs, so they are more able to Stimulating students' emotional experience is conducive to the cultivation of students' aesthetic ability. This is actually an emotional communication activity between teachers and students. Therefore, teachers must first be full of enthusiasm, sing accurately according to the emotions and style characteristics required to be expressed by the music, and be able to affect people, so that students can have a relatively complete artistic image of the music when learning, so as to inspire students interest. Only when teachers are moved by emotion can students' aesthetic interests be cultivated. Of course, the acquisition and strengthening of musical beauty requires repeated listening, and more importantly, the combination of animation and the use of audio-visual media as the most intuitive image. Chernyshevsky said: "Aesthetics are an inseparable combination of hearing and vision. Without hearing, "Familiarity with music directly affects experience and participation. It is very important to feel it with your heart. Only in this way can students be fully integrated into the music. In the process of repeatedly listening to singing and watching the pictures, students can be inspired to learn from the music." Feel the mood of the song as a whole. For example, when appreciating the music "Spring River Flowers and Moonlight Night", through the pictures and vivid language, every time we hear its beautiful melody, it seems that a landscape painting with vivid charm and beautiful brushstrokes is slowly unfolding in front of us, which transforms the students' thoughts and feelings. The thoughts are brought to a charming artistic conception surrounded by mountains and rivers with beautiful scenery, so that students can have a sense of beauty visually and auditorily, and can't help but appreciate the beautiful rivers and mountains of the motherland's nature, and in this scene that integrates visual and auditory art Get the edification of beauty, and poetry, lyrics, paintings and music are perfectly integrated here. The combination of movement and static, audio-visual complementation, comprehensive beauty, and vivid teaching arouse students' emotions, thus creating feelings of love for the motherland and love for life. 2. Aesthetic expression and deepening of emotions. Music is an emotional art, and music education uses aesthetic objects to stimulate people's aesthetic emotions, and aesthetics and emotion are so inseparable. Goethe said: "The highest achievement of successful artistic processing is beauty." The processing of music is the processing of musical emotions and singing (playing) skills, which itself is a creative activity. Songs from different countries and nationalities have different genres, modes and musical styles. All types of songs contain unique passion.
It can be seen that the genre of a song is always related to a certain emotion; the structure of the song, from the entire song to the short sentence, all contain the content and beauty of the music. The mode and withering of the song give people a sense of color. Different feelings of light and shade have different emotional effects on people; harmony has the function of rendering colors and can form sound effects of different light and shade, density, and shade, thereby expressing its unique musical mood. In performance activities, the common task of teachers and students is to carefully consider and study the work, and to present its full picture with the most complete singing possible. This requires teachers to carefully explore the true feelings expressed in musical works, guide them carefully, and enable students to purify their souls and deepen their emotions during the learning process, so as to achieve the purpose of educating people with emotion and aesthetics. Not only that, the cultivation of aesthetic ability also lies in guiding students to actively participate in practical activities of music, from which they can perceive the emotions expressed in the music, and generate spiritual excitement. They want to experience it immediately and generate pleasant emotions. It is necessary to develop students' performance and creative potential through the teaching of singing, playing, comprehensive artistic performance and reading music scores. Cultivate students to reproduce the artistic image of music with accurate pitch and rhythm, appropriate speed and intensity, natural and beautiful, true and full emotions, and communicate with others for artistic evaluation. According to the characteristics of the music content and melody performance, the artistic image of the song should be revealed to students in a timely manner within the scope of students' sensitivity, understanding and skill level. Therefore, feeling music, understanding music and expressing music are organically combined. Cultivating these three abilities is to cultivate a good sense of music; with a good sense of music, you will have a certain aesthetic ability. After a long period of music and art Cultivate your noble artistic sentiments and promote the formation of a correct outlook on life. 3. Aesthetic creation and sublimation of emotions. Chernyshevsky said: "Beauty exists in life; and the discovery of beauty depends on people's understanding and knowledge of it." Gorky also said: "Beauty is created by people themselves from the depths of their souls. "The strong aesthetic emotion closely integrates the students' perception process and experience process, deepening their knowledge and understanding of the image of beauty. This kind of aesthetic understanding and aesthetic pleasure enables students to gain more emotional experience in their body and mind. , students’ spirits are enriched, their careers are expanded, and their emotions are sublimated. The purpose of creative teaching is to guide students to use their imagination, explore their creative thinking potential, accumulate music creation experience, and sublimate their emotions. Therefore, in the teaching process, teachers should allow students to enter the artistic conception of the character on the basis of understanding the connotation of music. Through self-made rhythm instruments, they can explore, discover, and experience the rhythm, speed, intensity, and emotions of the music; express songs, Music focuses on guiding students to understand its content and express their emotions; through improvisation, or humming the theme, developing the melody, or creating accompaniment or improvisation for the work, students are guided to flow in the sound they create while the sound flows. Personally experience and feel the beauty of its form and content, and then extend emotions in the application, broadening and extension process of knowledge to create beauty, and finally allow students to enter the sacred realm of aesthetic imagination amidst the excitement and excitement of emotions. In short, music aesthetics The cultivation of abilities and emotions should be effectively reflected in entertaining education, and attention should be paid to cultivating students' correct aesthetic concepts and developing students' aesthetic emotions and aesthetic imagination. Adhere to the emotional experience of morphological characteristics of music aesthetic education, so that music aesthetic education always has a unique emotional color. It is necessary to adopt diversified means to stimulate and cultivate students' interest in music, focus on the key points, continuously deepen students' aesthetic emotions, improve students' ability to express emotions externally, and cultivate new types of socialist construction talents with innovative spirit and practical ability.