An example of singing teaching for middle school students who attach importance to reading music (1)

Singing teaching is the main content of music teaching in primary schools. Whether students can sing well has something to do with their ability to read music. What are the difficulties in singing teaching in middle schools? The requirement of "Curriculum Standard" for singing is that singing is an important content in the framework of music curriculum content. Reading music is an important content in the field of secondary performance.

* Willing to participate in various singing activities.

* Be able to sing with correct singing posture and breathing method, and cultivate good breathing habits.

* Can use natural voice, accurate rhythm and expressive solo or participate in chorus, rotation and chorus.

* Understand the knowledge of sound protection when the voice changes, and get a preliminary understanding of the methods of sound protection.

* Be able to make a simple evaluation of their own and others' singing skills.

I can recite 4-6 songs (1 China folk song) every academic year, and learn to sing 1 section of Peking Opera or local opera.

Reading: identify the symbols marked on the score, such as height, length, strength, etc. Reading refers to the correct expression of various musical notation in sound and performance form.

Music score: a symbol for recording music and a basic tool for learning music.

At present, the advantages of music reading teaching provided by various publishing houses are:

1. Publishing House provides textbooks with different scores. Teachers can choose flexibly according to the music learning foundation and music learning ability of local and local students, and conduct music score or staff teaching.

2. Teachers are learning and understanding the teaching concept of "developing musical hearing, focusing on cultivating students' reading ability", trying to explore the premise of "hearing first, overall perception", helping students establish the concept of intonation and guiding students to deeply perceive musical works.

3. Many teachers can use instrumental music teaching to strengthen the reading of music scores, and according to their own learning situation, take appropriate teaching methods to implement the reading of music scores, such as the division of labor between teachers and students, solfeggio music scores, and student partners helping each other learn to sing music scores.

There is a problem:

1. It takes necessary time to accumulate knowledge and skills. Due to the uneven foundation of students' music learning, there may be a lack of cohesion and coherence in learning at all ages. Therefore, students' reading ability is generally in a weak stage and needs to be improved.

How is the ability to read spectrum formed? When was it formed? What if it is judged that students have developed the ability to read music?

2. Due to the limited classroom teaching time and a large number of songs in the teaching materials, the theme activities of the teaching points need to be supplemented with instrumental music, and teachers feel that the time for completing all the teaching contents of the teaching materials is very tight. The tight class hours and many teaching contents have become the objective reasons for weakening the teaching of basic music knowledge and skills.

What is the relationship between the completion of all music teaching contents and the implementation of basic music reading teaching?

3. In the classroom, the basic performance of instrumental learning will cover up the phenomenon that students without instrumental learning are weak and lack the ability to read music. In order to speed up the progress, teachers (especially in developed cities) often organize teaching according to the learning response of good students, thus ignoring the students who need to acquire the ability to read music more. "Education should be geared to all students and pay attention to the development of every student.

Correctly handle the relationship between music reading teaching and other teaching contents

The feeling, expression and creation of music must contain specific knowledge and skill requirements. As a learning tool of music, reading music score can help students feel music correctly and appreciate the rich emotional and cultural connotations contained in music, which is the basic musical ability that students need to express music.

Music reading teaching does not need to exist as an isolated knowledge system. It can be closely combined with activities such as singing, playing, appreciation and creation in flexible and diverse forms, and become an organic part of the overall music teaching activities and the key to help students open the door to music.

Reading spectrum teaching is a long-term teaching activity, and the formation of students' reading spectrum ability is by no means an overnight success. The cultivation of this basic ability needs a persistent and gradual process. Teachers should vertically construct the stage goal of forming students' reading ability in each grade or period, and horizontally sort out the starting point of reading spectrum in the teaching content of each textbook.

* 1-2 grade

Know simple rhythm symbols, and be able to express simple rhythm with voice, language and body movements.

Be able to sing simple music scores with singer models.

* Grade 3-6

Understand the title, notes, rest and some common music notation by combining the songs you have learned.

Be able to solfeggio simple phrases with the voice of the piano, and have a preliminary ability to read music.

After two years' music study, students in middle grades (grades 3-4) have initially formed the ability to perceive and express music, can sing simple music scores with famous singers, and have the conditions for rational thinking, so they can give timely guidance on learning methods.

Reading music can be transformed from auditory leading mode singing and visual assistance of music charts to mastering and using learning tools, but learning should be organized through interesting activities and competitions.

Music is an art of hearing. For invisible and intangible sounds, when students have not mastered learning tools,

It is necessary to study the textbook with the help of vision, and it can be found that the way of presenting the music score of the textbook implies the teaching elements of cultivating students' ability to read music.

Specific methods:

The palm of your left hand is facing yourself, and your right hand recognizes phonemes. It is easier to operate by counting lines and numbers. The teacher points a straight line or space, the students say which straight line or space, or the teacher says the position of the straight line and space, and the students perform the action.

Students can also test each other. Visual observation, kinesthetic finger movement, recognition and memory of the position of each sound. Language, formula nursery rhymes strengthen memory phonemes, what to sing in the first, second and third lines? One, two, three, what is singing in room mi. sol. si. 123? One, two, three Farrado

Activity mode: collective recognition (mainly teachers and students)-interaction between classmates (I'll point it out to you)-catching a picture with dragons (driving a train)

* Phonemic nursery rhymes based on rhyme feet can help students understand the positions of the names of the volumes on the staff more rationally, but the music score is rich and changeable. To help students form the ability to read music scores, they need to be strengthened through visual and auditory games.

* Use games such as "Little Frog Looking for Home", "Kitten Fishing" and "Hanging Lanterns" to put the roll call that students hear or see into the staff. You can also combine instrumental learning and "melody solitaire" games in creative activities, so that students can play new titles, improvise music with learned titles and so on.

Activity process

Taking Little Frog as an example to find phoneme activities

1. Read children's songs and review the trisyllabic of S.M.D Students sing along with the sound of the piano and point out the correct pitch and position. Play in three groups, one is S., the other is M, and the other is D.

2. Assign roles and enter the story game: a narrator reads the lyrics, three mother frogs, and several little frogs name the frog headdress, frog and staff board.

3. Game sequence: reading children's songs-listening (singing the teacher's pop-up voice)-looking for mom-playing phonemes-game cycle.

Serialization activities are carried out continuously in one unit and one semester.

Listen to a single tone-listen to a melody (melody is composed of more than two tones)

Three tones of s.m.d.-increasing gradually.

Taking the Tujia folk song Nai Yo Nai as an example, the melody of smd appears repeatedly in the song, and the green color blocks let students find the same melody that appears repeatedly.

Learning style

first kind

1. Listen to the whole. Students find the same melody that appears repeatedly (color block prompts, regular).

2. Teacher-student cooperation, students recognize the same melody that appears repeatedly, supplemented by rhythm experience. (Clap your hands, clap your legs, stamp your feet)

3. Fill in the lyrics.

Second lesson

1. Review and memorize the melody of colored building blocks by fingering.

When driving the train, the teacher pointed out that everyone knew the notes. The sound is not allowed to be corrected in time. Establish pitch accuracy.

2. Students compete in groups to identify colorless block melodies; Give priority to students who have no experience in learning musical instruments and encourage them to boldly show whether they have memorized phonemes.

3. Form a circle, singing and dancing.