[Keywords] music creation, singing class teaching, creative ability
Music because of its freedom, ambiguity and uncertainty makes people's understanding and expression of it full of endless associations, music art creation, performance, appreciation and other aspects of the creation of a distinctive sense of creativity and accompanied by a unique creative behavior. It can be seen that music is one of the most creative arts, and this quality makes music education show great advantages in developing children's creative ability. And among the important contents of music teaching, creation is a music learning field that gives play to students' imagination and thinking potential, and it is the process and means for students to accumulate music creation experience and explore creative thinking ability, which is of great significance to cultivate creative talents with practical ability.
Generally speaking, music creation is divided into two ways: improvisation and creative practice. Improvisation refers to the activity of creating according to the laws and characteristics of music art on the basis of understanding and mastering the content and emotion of the work, which is a temporary creative activity without prior preparation. Its advantages are: firstly, improvisation is not based on pre-designed music scores and prior rehearsals, and is less technically burdensome. Secondly, improvisational activities are more flexible and free to express emotions. Once again, improvisational activities are conducive to the development of students' ability to think quickly and reflect quickly.
As one of the most important elements of music teaching in primary and secondary schools, singing songs is one of the most acceptable and enjoyable forms of expression for students. In the singing class teaching, teachers generally use the practice is through the sight-singing method, listening to the singing method for students to learn to sing songs, and now the common practice of singing songs combined with the game or rhythm, but these games or rhythmic movements are pre-designed by the teacher, so that the classroom teaching, students self-creative activities are less ingredients. The author believes that in the song teaching should be organically integrated into the improvisation and creation of content and creation in order to activate the students' desire to express and create impulses, in the improvisation and creation of the students' own personality, show imagination, so as to achieve the development of students' creative thinking, cultivate students' innovative ability. Specifically, you can start from the following aspects.
(a) According to the content and mood of the song, guide students to create a performance
In the singing class, the teacher guides the students to fully understand the content of the lyrics, to grasp the basic mood, to play the imagination of the students to guide the students combined with some of the dance movements, rhythmic movements, to create a variety of performance actions, these actions on the content of the song expression may not be very accurate, but the teacher should be The teacher should pay attention to guiding and encouraging students to emphasize a "new" meaning, in order to cultivate their creative thinking ability.
This activity is most suitable for the lower and middle grades in elementary school, the age of the children are still in the stage of mobility, sensory reflexes, flexible body activities, motor coordination is in the best period. Teachers should be good at choosing the emotional characteristics of the more obvious song works, such as happy jumping, beautiful lyric, enthusiastic and other psychological characteristics of the children's songs, such as "Happy Holidays", "Happy Clapping Song", "little fat" and so on. At the beginning of this teaching session, the teacher can first play the song two or three times, and some necessary tips and guidance, so that students can fully feel the ups and downs of the melody, the rhythm of the strong and weak, the lyrics of the content of the expression of the emotional tone of the song's stylistic features, etc., so that the students can really have a feeling for the performance of the action of the creation.
The teacher, in addition to giving positive and motivating evaluations to the students who created good performance movements, must also recognize the desirability of other students and point out the direction of effort. In addition, if the students' performance movement creation for the comprehensive organization, to complement the shortcomings, can make students experience the joy of collective creation, and in the subtle cultivation of students' collectivist spirit.
(2) According to the lyrics of the original song, let the students try to adapt some of the lyrics or re-fill the lyrics
Adapting the lyrics and re-filling the lyrics used to be the main way of creating the music songs of the modern school in China, and the classic lyric-filling songs such as "Bamboo Horse" and "Farewell". In modern times, there are still a lot of singers and singers who use rewording to perform some classic songs for some special needs. For example, on May 18, 2008, Andy Lau's disaster relief song "Commitment", which was reworded and composed according to BEYOND's famous song "Sea and Sky", was sung at the charity gala of the Hong Kong TVB, and the song was very infectious.
This approach of adapting lyrics or rewording is also an effective way to develop students' creative abilities in singing classroom teaching. The songs in the music textbook are generally more classic and excellent works, students may be psychologically intimidated when trying to adapt or rewording, teachers should encourage students to boldly create, because this attempt can be psychologically closer to the distance between the students and the masters, the students thus feel that "creation" is not unattainable. The students feel that "creation" is not unattainable. The only way to fully stimulate the enthusiasm of students to create is to let them open the wings of their imagination and fly freely. Teachers should evaluate the different results of students' adaptations and imitations, respecting the fruits of students' labor and focusing on the merits of their work. There is another benefit of adapting lyrics and rephrasing - students can discover the intrinsic artistic charm of the original work by comparing it with the original work, and they will be more committed and expressive when they come back to sing the song again.
(C) Guiding students to create percussion rhythms or vocal rhythmic movements for the song
First of all, the characteristics of the song should be grasped from the simple to start with, such as marching songs can be created with a low sounding percussion instrument to play a strong beat, high sounding percussion instrument to play a weak beat or the second half of the beat, etc.
This is the first time that the teacher can create a percussion rhythm for the song. Secondly, the teacher can also display different rhythm patterns, let the students follow the melody improvisation, in the process of playing to encourage students to try to change the rhythm pattern, so that they can personally experience the joy of their own "creative works". Again, students can be asked to create a rhythmic movement according to the melody of the song, the rhythmic movement of the sound than the dance movement is simple, easier for students to accept, such as the army song of the unity of the pace or general upper body movements or swinging, or clapping movements, so that students in a happy atmosphere to develop their creative ability.
The practice of letting students create percussive rhythms for songs is not as difficult as it seems, and the classroom effect is obvious. Professor Guo Shengjian's blog, there is a record of him in the United States in Manhattan, New York, a public elementary school to listen to some of the scenes of the music class, one of the class is a second-grade music class, he said: "let me feel the most is the second song, it is a two-part chorus, first let the children follow the acoustic accompaniment to sing, and then everyone stood around the piano to sing along with the teacher's piano accompaniment, and having a couple of students match the rhythm with percussion, while the matched rhythmic pattern was improvised by another student who taped notes on a small chalkboard of pentatonic music." From here we can easily see that the teacher's practice of cultivating students' creativity and practical ability while singing not only does not affect the teaching of the song, but also greatly improves the classroom teaching effect.
(4) Guiding students to create music games according to the lyrics and melody of the song
In the consolidation of the song or expanding the teaching content of the teaching links, guiding students to create music games according to the lyrics and melody, is a very good way of teaching, the children in the music to enjoy the joy of at the same time also in the self-creative experience of happiness. There are two ways to organize students to do music games in the singing class, one is to arrange the game with the content of the music itself, and the teacher should encourage students to innovate on the basis of the original content. Such as the original plot of the "Protection of the lambs" is to protect the animals for the protection of the lambs united to catch the jackal, if the teacher prompted the students: the lambs encountered difficulties and no other animals were present, will they unite, with their own wisdom and strength to drive away the jackal? How did the lambs do it? Can we use the game to show this scene? Another way is to borrow the melody or sound of the song to create a musical game, this type of students to participate in the planning and creation of a greater possibility, but to grasp the basic mood of the music, to do the game according to the plot can be in the music within the basic framework of the music to try to play, so that you can stimulate the students to a richer imagination and creativity. For example, in singing the song "train" can be combined with the game to carry out: in the "train" on what people? "What will happen when the train is traveling? These questions will make students have many associations, and for these different roles and things that happen can let students design a variety of games.
References:
[1]Ministry of Education. Full-time Compulsory Education Music Curriculum Standards [S]. Beijing:Beijing Normal University Press,2002.