Teaching Design of March
Instructor: Cao Ping from Shenyang No.61 Middle School.
Instructor: Wu Zhixin, Dongling District Teacher Training School.
Analysis: March is a kind of acoustic music or instrumental music written with pace rhythm. It is mainly used to unify the marching pace in the army, show military strength and boost morale. It has a distinct rhythm and a regular tune. Xin sounds majestic and powerful, and has a sense of marching. In order to meet the requirements of marching in unison, even beats are often repeated periodically. March can be divided into military March, wedding March, funeral March and so on. The March is usually accompanied by two beats.
Teaching objective: 1. Students should know the musical types of the March.
2. Listen to the timbre characteristics of wind music, strings and organ.
3. Through the comparative appreciation of different timbre, strength, speed and emotion of several marches, let students appreciate different styles of marches with different themes, further feel the emotions expressed by different styles of marches, expand their appreciation horizons and improve their ability to analyze music independently.
Teaching emphasis: understand the basic characteristics of March and feel the artistic charm of Chinese and foreign March with different themes and styles. Through the perceptual-rational-perceptual reproduction process, we can experience the marching rhythm of the March.
Teaching difficulties: ① Understand the main features of the March from the aspects of pace, speed, mood and beat.
Teaching process:
First, introduce the new lesson: Play Soldier, and ask the students to answer what kind of music this Soldier belongs to.
Introduce the concept of March-(Multimedia)
Second, the concept of marching:
Teacher: What is a March?
Teacher: Strength and severity appear alternately, and the rhythm of walking speed is the pace rhythm.
Media play: March is a kind of acoustic music or instrumental music written with pace rhythm.
Teacher: Pace and rhythm are the most basic features of the March. Let's test this basic feature through two pieces of music.
Third, feel the experience
Activity 1:
1. Eight students divided into two groups and performed in front of the podium. Soldier's man
2. Requirements for students majoring in performance: (1) Follow the rhythm of music, and the music will not stop; (2) Try to express the artistic conception of music.
Teacher: This is a March of acoustic music, which has the characteristics of rhythm and rhythm. This is also the most basic feature of the parade.
Teacher: Change the beat and sing the theme of the March. Health: March is no longer like March.
Teacher: If a piece of music has no rhythm, it is generally not a March. Let's study several other characteristics of the parade.
Teacher: What was the beat of the music just played? Health: 2/4 times;
Teacher: There are still 4/4 beats left in the March. How about three or four times?
Teacher: (Play triple time music and the teacher will perform). Health: 3/4 beats are not suitable for the March pace and cannot be used for the March.
Media: parades are usually even.
Teacher: The rhythmic characteristics of these even beats are integrated into the March, giving people a passionate and uplifting mood. So, do all the marches express such similar emotions? Are you happy when you are walking? Are there sad and sad times? March can also express these emotions.
Activity 2: Requirements: The body follows the rhythm of music.
Teacher: Listen to the music of China People's Liberation Army March. Student: Emotion: excitement, high emotions ... Speed: moderate pace: beat: (Introduction by composer)
Listening to "Wedding March" Health: Emotion: Joy, Happiness. Speed: slightly faster medium board pace: brisk beat: 2/4 beat. (Introduction by composer)
Listening to "Funeral March" Health: Emotion: Sadness, Sadness. Speed: slow. Time: 4/4 time. (Introduction by composer)
Teacher: It's also a March. Why does it give you a different feeling? This is because each March uses different speed and rhythm, so it gives people different feelings emotionally and shapes different musical images. Next, let's enjoy the Radsky March composed by Austrian composer Johann Strauss I.
Listen to the tape and ask the students to answer the artistic conception, applicable occasions and functions of music.
Health: Cheerful and enthusiastic, like running a horse. I've heard it at awards ceremonies, sports meetings, banquets and New Year's concerts.
Teacher: In the Golden Hall in Vienna, this song is regarded as the finale of the annual New Year concert.
Analysis of Works: This piece was composed by Austrian composer Johann Strauss I, who is known as the "father of waltz", and was written on 1848.
Enjoy the "Radsky March" performed by Vienna Philharmonic Orchestra at the "New Year Concert" in Vienna Golden Hall. (Multimedia playback)
Students follow the music.
Teachers and students further analyze the mood of music.
Teachers and students analyze and summarize the characteristics of the March;
Adopt pace rhythm, often use even beats, such as two beats or four beats.
Fourth, the class summary:
In this lesson, we enjoyed different types of marches, understood the characteristics of marches, and realized that marches play a very important role in our lives. Life is inseparable from music, and music is inseparable from life. Life would be eclipsed without music. Music is in our life. Let's end today's study with an athlete's March.