Topic: How to carry out effective creative activities in primary school music classes

The new curriculum standards have given our music teaching new vitality. It requires our teaching to be innovative teaching and spiritual teaching. It encourages music creation and develops students' creative thinking. Therefore, creation and creation have become fashionable terms in the current classroom. Everyone was eager to give it a try, creating lyrics, improvising dances, arranging sitcoms, etc., like colorful flowers, embellishing our classroom in a colorful way. So, what role does the creation activity play in our actual teaching? What role can it play? How should we use it to optimize our teaching? [Theme connotation] The interpretation of the new curriculum standards clearly points out: 1. Music is one of the most creative arts. Therefore, music education has shown great advantages in developing students’ creativity and also developed divergent thinking for students. It provides a good psychological foundation for the cultivation of innovation ability. 2. Creative teaching is a music teaching field that guides students to use their imagination and explore creative thinking. It is also an important learning field that guides students to accumulate music creation experience. 3. While focusing on cultivating students’ creativity, we should also pay attention to the innovation of music education methods. Music creation teaching should be integrated into regular music art practice activities, and music creation methods should be learned incidentally in the process of learning music. Creative teaching is the concrete embodiment of the basic concept of "creativity" in the new music curriculum standard in the classroom. It is a "fashionable" teaching activity that is currently popular in music classrooms. It features joyful scenes, multi-field synthesis, and expressive forms. Enrichment creates a new teaching atmosphere. However, through its fashionable phenomenon, we should see a more spiritual essence. Creative writing activities aim to develop students' divergent thinking and innovative abilities, and our creative writing teaching arrangements should closely focus on this theme. However, when it comes to creative teaching, everyone is in the stage of practice and exploration. Many creative activities are just superficial noises, or similar teaching links are deliberately arranged in order to use the fashion of "creative". Therefore, we need to think and study how to teach this kind of fashion deeply, teach it spiritually, teach it into real fashion, and teach it into effective fashion. In the case description and analysis of this article, through the thinking of "fashion" and "spirituality", I hope to rationally review and look forward to the creative activities in music teaching. Keyword 1 Fashion The pursuit of fashion is understandable. In a sense, it is a manifestation of progress. When creative teaching was grandly launched on the teaching stage as a new thing, I was deeply attracted and couldn't wait to walk into it. Who knew, it made a big joke on me. [Case Description] This is a teaching evaluation activity. The topic is "Summer", the last lesson in the fourth volume of the provincial textbook. It consists of the light music "Sea Diving Girl" and the song "Summer", which shows people enjoying the sea and The ease and comfort of sunshine. I designed a comprehensive class focusing on singing, and at the end of the class I arranged a composition and performance session to express the summer beach. After the students happily and actively learned the song, I confidently said to the students: "Let's perform a summer beach, shall we?" The students answered me without thinking: "Okay!" Teacher: What are people doing on the beach in summer? Woolen cloth? Student: Swimming, resting, running around...Teacher: Who wants to perform? A large number of students cheered up. Teacher: Besides happy people, what else is also very happy? Student: Waves, sea, little crabs... Teacher: Who wants to play the role of waves? It’s another big piece of hula, including some who wanted to play “people” just now. Teacher: There are many small animals. What are they doing? The students immediately began to perform various actions in their seats. Instructor: The waves hold hands and do a wave roll; in front of the waves are people playing on the beach; behind the waves are people swimming in the sea; there are also small crabs, small conches, and small turtles crossing between the sea and the beach. between. Teacher: Okay, let’s start our performance with beautiful music! "Girl Under the Sea" started playing, but the students felt like they heard the gunshots on the starting line of a sports stadium. In an instant, the classroom really became a lively beach, with laughter, shouts, slapstick, and people on the ground. The cry of the classmate who acted as a little crab after being stepped on was heard, but there was no sound of music.

This is very different from what I imagined when designing. My teaching expectation is: listening to soft music, the waves are rolling gently, with this wave as the boundary, there are people walking on the beach in front, and people behind The small animals lined up to swim in the embrace of the sea, and they seemed to be feeling the wonderful beach. When the music ended, I did not let the students return to their seats, but gently gathered around me, and gently The conversation ended, everything was so comfortable... Finally the music stopped, and the students were still immersed in the joy of the game, let alone listening to the teacher quietly. This class ended so hastily, leaving me with deep regret. [Reflection on the case] 1. The musical nature of creation activities Creation in music classes is first of all based on music and is a creative activity influenced by music. One of the reasons why the creation activity in this case did not achieve the expected results is that it was separated from music, and it was a game activity without music. When students receive the "start" signal, the information sent by their brains is the same as participating in games such as "Eagle and Chicken" and "Hide and Seek" in sports activities. The music played by the teacher did not play a basic role in setting off the atmosphere and infecting students for the ongoing activities. Students have no time to pay attention to music, which makes this music creation activity lack of musicality. 2. The gradual nature of creation activities. First of all, for students in the lower grades of primary school, their mental age determines that what they can reflect are the things closest to their lives. How to train students to create content that is higher than life in teaching activities requires a long-term and subtle process; secondly, the creation of music activities requires mutual help and cooperation among peers to a large extent. But the current social conditions and family environment make our children have strong personalities. How to enable each individual to integrate into the group in these activities, to use his own energy while taking into account his peers, and to gain pleasure from cooperation with his peers, also requires a long-term and step-by-step process. The second reason for the failure of this course is that the students have basically no exposure to similar activities, and they carry out creative activities that are eager for quick success, resulting in the so-called creation being just a superficial noise. 3. The operability of creation activities. Whether it is scene simulation creation, imagination creation, or song lyrics creation, effective penetration and preparation should be carried out in the teaching process of this class to open up students' ideas. , and determine the required time based on factors such as the content of the creative activity and the student's ability level to ensure the operability of the activity. Like the creation activity in the case just now, its participation is all students, and its content is to express a scene in layers. Its implementation first requires students to understand the emotions of music. Therefore, to operate such a creative activity, first of all, there should be sufficient time guarantee. When time permits, layered activities should be carried out according to the students' abilities, so that each student can easily and purposefully participate in the activity, and be active in the activity. Improve your various related abilities. In this case, students are required to perform a relatively large creative activity in just a few minutes, which is difficult to operate and also gives people the feeling of creating for the sake of creation. Stage summary: If creative activities are fashion, then the essence of this fashion is to better consolidate and extend the classroom. We live in a rapidly changing society, and today’s fashion will eventually become tomorrow’s past. If we only take on the appearance of fashion, we will eventually be eliminated by the times. Keyword 2 Spirituality, there are many annotations in the dictionary that reflect human intelligence, such as flexibility, dexterity, inspiration, etc., but when the word "spirituality" is formed, its annotation is: the wisdom of animals after training. As an advanced animal, human beings should of course be spiritual. The spirituality of teachers is reflected in teaching, so our teaching should also be spiritual. Creative teaching is a music activity that uses students' relevant knowledge reserves and inspiration. It also requires spiritual design and spiritual teachers, and at the same time, cultivating students' spirituality. We specifically understand this kind of spirituality as: flexibly using various media in creative teaching, skillfully mobilizing students, stimulating students' creative inspiration, reflecting individual and collective wisdom, gradually cultivating students' creative habits, and developing their creative thinking. [Case description] This is a comprehensive music class for the fourth grade designed by me, with the topic "Flowers in the World and the North". Textbook analysis: The first volume of the provincial textbook for fourth grade focuses on the appreciation of Chinese folk songs, allowing students to understand that Chinese folk songs can basically be divided into three categories: labor chants, folk songs, and minor tunes, and learn to distinguish them.

Duihua is a question-and-answer song in a minor tune with flowers as the line. Inserting this lesson into the teaching of folk songs is a deepening and supplement to the learning of folk songs. Teaching design: This course is the second teaching hour. The song has been learned in the first teaching period, and the second teaching period is an extension of the first teaching period. By listening to the "Dual Flowers" from all over the world, it creates a sense of novelty and arouses the desire to learn. This lesson mainly consists of three parts: A. Small Studio: It mainly expresses the "Dui Hua" that has been learned in the form of a song performance. B. Music Garden: Appreciate the "opposite flowers" from all over the world. C. Music Studio: Make various creations based on the already learned song "Dui Hua". Teaching process: 1. Use various singing performance forms such as singing, antiphonal singing, and competition singing to consolidate the songs and provide a main object for the following appreciation and creation. (Ten minutes) 2. Use multimedia courseware, combine audio and video, appreciate the flowers from all over the world, and experience the richness and variety of folk songs. While enjoying it, select representative content to model and sing. Teacher: Listen to Dui Hua from Shandong. What impressed you most about it? Student: There are many Qi Bu Leng Deng Miso and that Ba Bu Leng Deng Miso. The teacher shows the musical phrase "Qi Bu Leng Deng Miso, that Ba Bu Leng Deng Miso, then it's Miso Miso", and makes gong and drum movements while reciting it. Student: It’s the sound of gongs and drums. Teacher: How has the mood of the song changed after adding them? (Listen) Student: The songs are more lively and joyful. Teacher: Let’s try it if we add it to our pair of tweeds. Student attempts... Teacher: When singing Zhejiang Dui Hua, can you hear any characteristics? Guide students to discover singing in dialect. Teacher: Tell me how you understand this kind of singing. Guide students to experience local characteristics. Teacher: What if we use our dialect to sing the couplets we have learned? Students try... Summary: The characteristics of flowers: 1) Questions and answers, highlighting the "right"; 2) Using flowers as matchmakers, borrowing flowers to play, highlighting the "flower"; 3) Related to local folk customs. (Fifteen minutes) 3. Create and compose songs. Teacher: We have listened to so many antiphons and have sung them in many ways. Can we make up the antiphons? The students were very interested: Okay! Teacher: Then let’s make it based on the song “Dui Hua” that we have learned and sung. How do you want to make it? Student 1: I want to change its lyrics. Student 2: I want to add a lot of lining words to it to make it more lively. Student 3: I want to make up the lyrics first, and then sing them in my hometown dialect... Teacher: It’s a good idea to make up the lyrics. Who can do it first? Live impromptu duet. Teacher: That’s great. It would be even better if you use your brain again to make it as catchy as a poem. OK, let’s try it in groups. Students are free to create, and teachers are on tour to guide, and early penetration is carried out for groups with better abilities: In addition to the flowers of nature, what other flowers can we sing? And when the work is displayed, ask them to talk about how they understand it, so as to help students and groups with poor abilities better integrate into collective creation. Teacher: We have compiled a lot of antiphonal lyrics. Just now, some students said that they wanted to add some interesting lyrics to the song, such as "Qibuleng Dengmao and Babeleng Dengmao", "Dragon is choked in the middle of winter", etc. Some students also wanted to sing "Dui Dui" in dialect. "Flower", let's add flowers to the arranged song to make it more colorful. What will your group do? Group work, teacher guidance, and percussion instruments such as gongs and drums are provided according to students' needs. At this time, a group of students asked: "Teacher, can you correct the flowers? We want to correct the fruits!" Teacher: "Of course, the teacher can't wait to hear how you 'correct the fruits'. Come and try it!" Report on the performance The brilliant results and the students' input brought this class to a successful conclusion. Teacher summary: Working people are hardworking and intelligent. We are the descendants of working people and the children of flowers. What we are studying and discussing today is only a very small part of Chinese folk songs. I hope that everyone will be thoughtful, collect more information, and compile more and better pairs of songs. And we can bind the songs we compiled into a small book. Booklet, you see, this is the cover prepared by the teacher for you. How about competing with other classes next time... (ends in singing) After this class, for a long time, students gave feedback about the duet. Flower information, I think such activities have slowly left an ellipsis in the minds of students... [Case Analysis] 1. "Moisten things silently" before the creation activity. We cannot let students carry out so-called creation out of thin air. All creation, Creation is based on students' knowledge reserves. Therefore, if students are to develop and improve themselves in every creation, they should learn relevant knowledge before activities.

The preparations before writing this case include: understanding Chinese folk songs; learning the song "Dui Hua" and performing it; appreciating "Dui Hua" from various places to experience the rich expressions; improvising an adaptation of the song "Dui Hua", etc. Through this series of activities, students have gained a multi-level understanding of this art form, and have developed the desire to "try to make a piece of it." When carrying out creative activities in such a psychological environment, "it will come naturally." "The effect. 2. The process of creating the "Spring on the Branches" creative activity should be a process in which teachers fully trust students and encourage them to create music. As long as they are given a stage, students' creativity is unlimited. In the case, after the teacher laid the groundwork, he let the students try and create in various ways, and encouraged them to have different ideas. What was finally displayed was the result of the second, third, or even fourth creation of the song. It can be said that these are the students’ own artistic works. This not only satisfied the students’ desire for knowledge and expression at the time, but also On a larger scale, it explores students' musical potential, stimulates interest in learning, and cultivates creative thinking. 3. After creating the activity "Thousands of Pear Blossoms", through these activities, students have filled in new information in their memory bank. How to make this information truly digested in the students' bodies will take a long time. , as a teacher, it is necessary and obligatory to provide students with necessary channels and opportunities so that they have the opportunity to contact and use this information. In the case, the teacher's suggestion of "binding it into a book and having a singing competition with other classes" provides students with a platform for extracurricular extension. The feedback from students after class shows that students have accepted the information and are willing to try it. it. I hope it can have the effect of inspiring others. Stage summary: Spirituality should be the result of repeated inspirations and long-term dedication. The spirit of fashion, coupled with the use of spirituality, I think this is our creative teaching. [Extension] 1. Whether creative teaching should be arranged depends on the teaching content. Not all content is suitable for creative teaching. After teaching the second part of a two-part chorus, a teacher asked the students to improvise lyrics. As a result, the students filled in the phrases as if they were making sentences in Chinese class. Although we also advocate comprehensive learning, the main teaching purpose of chorus teaching should be to allow students to understand the relationship between the parts and the sound effects they produce, and to master chorus skills. Teachers should use various media to stimulate students' understanding of the chorus. interest in choral art, and use novel and effective ways to help students better participate in chorus. The use of lyric creation here is of no value. 2. Creative teaching should be reflected in every detail of teaching. Suhomlinsky said: For any educational phenomenon, the less children feel the educator’s intention, the greater its educational effect will be. As creative teaching develops, it should be a ubiquitous spirit in our teaching, and it should be reflected in every detail of teaching. For example, when playing the song "Celebrating the New Year", the teacher used a strategy to solve the difficult problem of the last phrase: use this sentence as a clue throughout, use its melody to improvise lyrics to ask questions, and students use it to improvise answers. In the process, this difficulty was solved unconsciously. Another example is when the first-grade students were learning the quarter rest, the teacher arranged a wooden man game: they followed the music and asked the students to improvise at the end of each phrase to see who could hear and do the most accurately. Get the richest. Students made various shapes in their favorite games and easily accepted this knowledge point. [Thinking] 1. While we are creating music vigorously, how can we create a quiet space for students to listen and feel, so that students can enjoy the beauty of the musical works themselves? 2. Creative teaching involves a wide range and levels Deep, ranging from knowledge coverage to teaching tact, it places higher demands on teachers. As a music teacher, how should we improve our own quality to adapt to this diversified teaching? [Summary] A philosopher once said: The name of joy is creation. Our students gain happiness in creation, create their dreams in happiness, develop and enrich themselves in happiness and creation. Creative teaching is a product of this era of rapid development. It is teaching that adapts to social needs and is in line with students' nature. Through case analysis and exploration, we found that reasonable and effective creative writing activities can not only enrich the classroom and enhance the flexibility of learned knowledge, but also stimulate students' interest in learning and develop students' divergent and creative thinking. Our education is people's education, and students' development is our common goal.

We hope that through our efforts, our teaching can be more optimized and our students can become better.