(Part II)
37. Briefly describe Beethoven's musical style.
37. Reference answer Beethoven's music style:
(1) Melody inherits Haydn's motive development technique, absorbs the deep affection of Mozart's melody, and forms the characteristics of simplicity, roughness, simplicity and enthusiasm.
(2) The frequent change of rhythm, the sense of strength and imbalance brought by segmentation and rest, the disharmony between harmony and tonality, the expansion of unstable range and the great fluctuation of strength constitute Beethoven's strong appeal and bold feeling.
(3) The orchestration is influenced by French large-scale instrumental music, emphasizing the role of copper pipes and wooden pipes.
(4) The organization and expressive force of the band are obviously superior to Haydn and Mozart. He is not only a master of classical music in the18th century, but also a pioneer of romantic music.
38. Briefly describe the characteristics of music in the 20th century.
The characteristics of music in the 20th century:
The weakening or fracture of (1) tonal system.
(2) Extension or dilution of melody.
(3) Weakening and breakthrough of functional harmony system.
(4) Freedom and complexity of rhythm and beat.
(5) Expand the scope of audio materials.
(6) Music communication and internationalization of music language.
(7) Influenced by pop music.
(8) The popularization trend of music creation.
39. Briefly describe the Indonesian instrumental ensemble Gamelan.
39. Gamelan is a collective name for bands in Java and Bali. Gamelando is composed of various musical instruments, mainly percussion instruments; Sometimes vocal music will be added. In the process of playing, the mastery of melody and rhythm is improvisation.
40. Briefly describe the composition of western orchestras and their main instruments. (Each group only needs to answer three instruments. )
40. The Western Orchestra consists of keyboard instruments, woodwind instruments, stringed instruments, brass instruments and percussion instruments. In large and medium-sized western orchestras, it is generally composed of four parts.
(1) woodwind group: including piccolo, flute, oboe, clarinet, bassoon, British wind and other musical instruments.
(2) Brass set: including French horn, trumpet, trombone, tuba, tenor and tenor.
(3) Percussion instrument group: including timpani, symphonic drum, tambourine, drum set, tambourine, triangle, xylophone, Zhong Qin, castanets, cymbals, gongs, pipe bells and other instruments.
(4) String group: including violin, viola, cello, double bass and other instruments.
4 1. List the brass instruments in at least six western instruments.
4 1. Brass instruments include trombone, French horn, trumpet, tuba, cornet and bass horn.
42. Briefly describe the significance of artistic appreciation.
42. To sum up, as an aesthetic recreation activity, the significance of artistic appreciation is mainly reflected in the following aspects: First, only by appreciating the aesthetic recreation activity of the subject can the artistic works created by the artist truly exert its social significance and aesthetic value. Secondly, in art appreciation activities, the subject of appreciation is not passively accepting, but actively recreating aesthetics. Third, in the most fundamental sense, artistic appreciation, like artistic creation, is also the self-affirmation and self-realization of human beings' own subjective strength in aesthetic activities.
43. Briefly describe the general law of art appreciation.
43. Art appreciation refers to an active aesthetic re-creation activity by readers, audiences and listeners with the help of artistic works. Appreciation itself is a kind of aesthetic recreation.
(1) Significance of art appreciation: Generally speaking, art appreciation, as an aesthetic re-creation activity, is mainly reflected in the following aspects: First, the social significance and aesthetic value of artistic works created by artists can only be truly brought into play by appreciating the aesthetic re-creation activities of the subject. Secondly, in art appreciation activities, the subject of appreciation is not passively accepting, but actively recreating aesthetics. Third, in the most fundamental sense, artistic appreciation, like artistic creation, is also the self-affirmation and self-realization of human beings' own subjective strength in aesthetic activities.
(2) The cultivation and improvement of artistic appreciation ability: First, the cultivation and improvement of artistic appreciation ability cannot be separated from the practice of appreciating a large number of excellent works. Second, the cultivation and improvement of artistic appreciation ability can not be separated from the familiarity and mastery of the basic knowledge and laws of art. Third, the cultivation and improvement of artistic appreciation ability can not be separated from certain historical and cultural knowledge. Fourthly, the cultivation and improvement of art appreciation ability can not be separated from the corresponding life experience. Fifth, aesthetic education and art education play a particularly important role in cultivating and improving the ability of art appreciation.
(3) Psychological phenomena in art appreciation: diversity and consistency in art appreciation; Conservatism and variability in art appreciation.
44. What is the significance of music appreciation? It includes several stages.
44. Music appreciation is a musical aesthetic practice that integrates students' psychological activities such as auditory perception, emotional experience, imagination and association, and creative thinking. It includes the following stages:
(1) The direct appreciation stage is also called the aesthetic appreciation stage and the perceptual appreciation stage.
(2) the perceptual stage, also known as the expression stage.
(3) Rational appreciation stage is also called pure music appreciation stage.
45. Briefly describe the aesthetic function of music.
45. The aesthetic function of music: the function of purifying the soul; The function of regulating emotions; The role of improving aesthetic ability and interest.
46. How to embody aesthetics as the core in a music church?
46. The core of music course is aesthetics, which refers to the experience, perception, communication and exchange of the aesthetic feeling of music art, as well as the cognition of different musical cultural contexts and humanistic connotations. The emotional experience of music should start from the diversified cultural context, guide students to grasp the musical expression form as a whole, understand the role of musical elements in musical expression, and improve musical literacy according to the performance characteristics of musical art. This idea is based on China's excellent musical cultural tradition for thousands of years, corresponding to the "aesthetic education" in China's educational policy, and embodies the functions of music courses in cultivating students' good sentiments, perfecting their personality and educating people through aesthetic education. The study of basic knowledge and skills of music should be organically combined with the aesthetic experience of music art and the cognition of different cultures.
47. According to the Music Curriculum Standard for Compulsory Education (20 1 1 Edition), the basic concepts of music curriculum are briefly described.
47. The reference answer (1) focuses on music aesthetics and is driven by hobbies. (2) Emphasize music practice and encourage music creation. (3) Highlight the characteristics of music and focus on theme synthesis. (4) Carry forward national music and understand the diversity of music culture. (5) Facing all students and paying attention to personality development.
48. Briefly describe the main contents of singing teaching in Music Curriculum Standard for Compulsory Education (20 1 1 version).
Reference answer "Singing" is not only the primary content in the field of music expression, but also plays an absolutely important role in the whole music teaching activities in primary and secondary schools. The new curriculum standard points out the corresponding curriculum content arrangement and objectives at different stages. 1~2 points out that you should be able to solo or participate in chorus with correct posture and natural voice; You can express the mood of the song with different strength and speed. From grade 3 to grade 6, it is pointed out that you can sing with correct singing posture and breathing method and cultivate good singing habits; Can use natural voice, accurate rhythm and tone, solo or participate in chorus, rotation and expressive chorus, and can respond appropriately to command movements.
For singing teaching, there are the following tips in the "teaching suggestions" section: singing songs are the basic content of music teaching in primary and secondary schools, and they are also the most acceptable and willing forms of expression for students. The content standard should pay attention to the requirements of singing posture, breathing method, rhythm and intonation. The practice of singing skills should be combined with singing practice.
49. Write the main content of "taking music aesthetics as the core" into the Music Curriculum Standard for Compulsory Education (20 1 1 version).
49. Music aesthetics refers to the experience, perception, communication and exchange of the aesthetic feeling of music art, as well as the cognition of different musical cultural contexts and humanistic connotations. This idea is based on China's excellent musical cultural tradition for thousands of years, and corresponds to the "aesthetic education" in China's educational policy, which embodies the functions of music courses in cultivating students' good sentiment, perfecting personality and educating people through aesthetic education. The emotional experience of music should start from the diversified cultural context and guide students to grasp the musical expression form as a whole, understand the role of musical elements in musical expression and improve their musical literacy according to the performance characteristics of musical art. The study of basic knowledge and skills of music should be organically combined with the aesthetic experience of music art and the cognition of different cultures.
50. Briefly describe the meaning of "encouraging music creation" in the basic theory of Music Curriculum Standard for Compulsory Education (20 1 1 Edition).
One of the basic ideas of music course is to emphasize music practice and encourage music creation. Music teaching is the practical process of music art. Therefore, all music teaching fields should emphasize students' artistic practice and actively guide students to participate in various music activities such as singing, playing, listening and improvisation in comprehensive art performances as the basic way for students to enter music and gain musical aesthetic experience. Through music art practice, we can effectively improve music literacy, enhance students' self-confidence in music performance, and cultivate students' good sense of cooperation and team spirit.
Music is a creative art. Music creation in primary and secondary music courses aims to enrich students' thinking in images and develop their creative potential through music. In the teaching process, lively and interesting creative activities, forms and situations should be set up to develop students' imagination and enhance their creative consciousness.
5 1. In the Music Curriculum Standard for Compulsory Education (20 1 1 version), what is the learning goal of 1~2 grade?
5 1. According to the answer of Music Curriculum Standard for Compulsory Education (20 1 1 version), the goal of 1~2 grade is to pay full attention to students' thinking in images and their physical and mental characteristics of being curious, active and good at imitating, to be good at using children's natural voices and dexterous bodies, to adopt singing and dancing, and to listen to music.
(1) Stimulate and cultivate interest in music.
(2) Develop the perception of music and experience the beauty of music.
(3) Being able to sing naturally and expressively, and participating in other music performances and improvisation activities.
(4) Cultivate an optimistic attitude and a friendly spirit.
52. What is the expression of reading music scores in grades 3-6 in the Music Curriculum Standard?
52. Learn the names, notes, pauses and some common music notation by referring to the answers and combining the songs you have learned. Be able to solfeggio simple music scores with the voice of the piano, and have a preliminary ability to read music.
53. What does the national music curriculum standard put forward in terms of "feeling and appreciation"?
Reference answer: musical expression elements, musical artistic conception and emotion, musical genre and form, musical style and genre.
54. In the three-dimensional goal of the new curriculum standard, what is the expression of basic music skills in the knowledge and skills section?
54. Learn the initial skills of singing, playing and composing with reference to the answers, be able to sing songs confidently, naturally and expressively, play classroom instruments, and understand the basic methods of music creation. Look at the score in music hearing and use it in music practice.
55. What ways and means can be used to evaluate music courses?
55. The reference answer (1) combines formative evaluation with summative evaluation.
(2) Combination of qualitative evaluation and quantitative evaluation.
(3) Self-evaluation, mutual evaluation and other evaluation are combined.
56. Briefly describe the principles of music teaching evaluation.
56. Reference answers are based on the principles of directionality, scientificity, integrity, dynamic development, emphasis on individuality and operability.
57. What are the main principles of music teaching?
57. The principle of entertaining with reference to answers; Principle of emotional experience; Principles of participating in activities; Principles of inspiration and induction; Teaching students in accordance with their aptitude; Principles of creation and development; Principle of visual image.
58. In the actual teaching work, how to achieve the organic combination of inside and outside the class?
58. The reference answer (1) combines the teaching content with the activity content.
(2) The combination of teaching form and activity form.
(3) The combination of teaching methods and activity methods.
(4) Application of teaching activities and activity resources.
59. What is the content of the life-oriented development of the new music curriculum?
59. Reference answer (1) Music can make people happy physically and mentally, giving people encouragement and strength.
(2) Music promotes the efficiency of people's psychological activities.
(3) Music improves people's psychological and physical health.
(4) Music can enhance group cohesion and improve people's work efficiency.
60. Principles of music course evaluation.
60. The principle of music curriculum evaluation is: (1) guiding principle. (2) scientific principles. (3) the principle of wholeness. (4) the principle of operability.
6 1. Briefly describe the main methods of music teaching in primary schools.
6 1. The main methods of music teaching in primary schools are:
(1) experiential music teaching method. These include appreciation teaching method, demonstration method and visiting method.
(2) Practical music teaching method. These include practice, rhythm teaching, creation and game teaching.
(3) Language music teaching method. These methods include teaching, talking and discussing.
(4) Inquiry music teaching method.
62. What are the principles that creative music teaching should follow?
62. The teaching principle of reference answer is the basic principle and law that people have summed up in their long-term teaching practice to effectively guide teaching.
Creative music teaching should follow the following principles: (1)*** participation principle; (2) the principle of encouraging acceptance; (3) the principle of mutual respect; (4) the principle of divergence and convergence; (5) the principle of self-expression; (6) the principle of situation creation; (7) the principle of actual operation; (8) The principle of pleasure in interest.
63. Briefly describe the methods of music appreciation.
63. Listen to the reference answer (1). Music is the art of sound, and the basic means of music teaching is listening. All practical activities of music art must rely on hearing, so hearing is the key to music appreciation.
(2) singing. Although music appreciation is mainly based on listening, singing the theme is the basis of appreciating the work.
(3) thinking. "Thinking" refers to students' association and imagination according to music in the process of listening to music.
(4) say. "Speaking" is to let students say how they feel after listening to the work.
64. What is appreciation? What is the significance of music appreciation?
64. Appreciation of reference answer (1) is a teaching method that teachers guide students to experience the truth, goodness and beauty of objective things, thus cultivating moral sense, stimulating rational sense and cultivating aesthetic sense. According to its nature, it can be divided into: ① appreciation of artistic beauty and natural beauty; ② Appreciation of moral behavior; Three categories of rational appreciation.
(2) The significance of music appreciation: improving artistic accomplishment, appreciation ability, creativity and aesthetic value.
65. Why is music appreciation the basis of the whole music learning?
65. Reference answer (1) Because music appreciation has the most direct and concrete aesthetic value.
(2) Aesthetic feeling is the basis of music aesthetics.
(3) Aesthetic emotion is the deepening of music aesthetics. Therefore, appreciation is the basis of the whole music learning.
66. Briefly describe the role of model singing in music classroom teaching.
66. The success of teaching new songs has much to do with the teacher's exemplary singing. Students have strong imitation ability. Before the students sing, the teacher's exemplary singing method can often play a great role. In order to stimulate students' interest in learning new songs, teachers should sing emotionally in the new class, infect students with correct and beautiful songs, let students have a preliminary understanding of songs, make students feel that songs are pleasant to listen to, narrow the distance between teachers and students, and stimulate students' interest in learning. Students can feel the style, genre, strength, speed, rhythm, beat and emotion of music works from the teacher's demonstration singing.
67. Briefly describe the methods commonly used in music appreciation teaching.
67. Cultivate students to listen to songs with reference to answers, and use various means to encourage students to associate and imagine; Familiar with memorizing music themes and using music scores to assist appreciation; Use rhythm to assist appreciation, analysis, synthesis and comparison; Guide students to use poems and pictures to assist appreciation.
68. Write the main contents of Orff, Dalcroze and Kodaly.
68. Reference answer (1) Dalcroze: Body rhythm, solfeggio, impromptu teaching.
(2) Orff: Rhythm and melody practice (recitation, "momentum" teaching, playing percussion instruments with no fixed pitch and melodic instruments) and basic body movement teaching (reaction training, gymnastics practice, movement training, movement variation and combination, action games and improvisation).
(3) Kodaly: roll call for the first song, colvin gesture, roll call for rhythm, roll call for rhythm and shorthand.
69. What are the famous contemporary music education systems?
69. Refer to Dalcroze, Orff, Kodaly, comprehensive music teaching method, Suzuki music teaching method, etc.
70. Briefly describe the main contents and methods of "momentum" activities in Orff's music education system.
70. The reference answer momentum teaching method is a unique teaching method in Orff's teaching system. In the concrete implementation process, students are required to make various rhythmic sounds with simple and primitive body movements, such as twisting fingers, clapping hands, patting legs, stamping feet and so on.
The main contents are: (1) rhythm imitation. The rhythm of imitation can be repeated, and the standard is whether the students master the rhythm. The rhythm of imitation is also from simple to complex, from slow to fast, so we should stop at the right time to ensure students' interest and attention.
(2) Solitaire game. Do further rhythm training on the basis of imitation training. Through this training method, students' reaction ability, memory ability and improvisation ability can be improved.
(3) rhythm creation. In a small group, * * * is created together. When students master certain rhythm vocabulary, let them freely create various momentum rhythm patterns.
(4) Accompany music melody with momentum. Reflect the original essence of music in the most natural and best way, and cultivate students' own physical coordination ability, cooperation ability among students, participation and understanding ability of multi-voice music.
7 1. Briefly describe the body rhythm in Dalcroze's teaching method.
7 1. Body rhythm, also known as harmony action, is to let students experience the rhythm through the body, thus stimulating their imagination and creativity. Dalcroze once explained the principle of "body rhythm": "People's emotions are the source of music, and emotions are usually expressed through people's body movements. In the human body, it includes the development of various feelings and analytical abilities of music and emotion, so the starting point of music learning is not musical instruments such as piano and flute, but human activities. "
72. Briefly describe the objectives and tasks of Kodaly's music teaching method.
72. The objectives and tasks of Kodaly's teaching method are:
(1) Consciously train students to master the mother tongue of national music.
(2) Stimulate children's interest in singing.
(3) Cultivate and guide students' musical hobbies.
(4) Developing students' musical ability.
(5) Cultivate the ability to read and write music mainly based on folk songs.
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make an effort
We have given the best expectation for the future.
As beautiful as poetry, as ethereal as music;
We are not satisfied with the status quo and strive to soar.
I vowed to shuttle through the sea of exam questions and see the teacher's style.
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We struggled forward, blood spattered,
The courage to pursue the waves,
Swallow the boulder on the road and smooth the sharpness of the world.
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We will have a destination, with the sunset,
Return to dullness and enjoy quiet time,
Hide the sharp edges and take off the mask.
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As real as we are, it is our yearning;
When the clouds are clear and calm, it is another kind of scorching sun.
Later, we really looked down on everything and realized that it was our life.
? Shi fu Lao Shi Zhao Kao proposition research center
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You are willing to choose the most beautiful career in the sun, and your 20 19 exam has landed smoothly! !
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