The teaching content of the whole music lesson plan for grade seven;
Enjoy the surging waves on the Dnieper River, alpine pastures, harvest songs, Malaikar, flamenco, Mazzuca, Hora and Scottish bagpipes.
Teaching objectives:
By appreciating the Ukrainian folk song "The Dnieper River Rises Waves", the Swiss folk song "Alpine Ranch", the Danish folk song "The Harvest Song", the Italian folk song "Malekal", the Spanish flamenco dance, the Scottish bagpipes, etc., we can appreciate the musical cultural implications and different customs of different European countries and nationalities, and cultivate young people's character of respecting and loving different cultures.
Teaching process:
1. By reviewing the last lesson "Country Garden", let the students bring back the atmosphere of European music, from active singing to active listening, and enter a deeper feeling of music.
2. Listen to the song "The Dnieper River Set off Huge Waves".
3. Alpine pastures.
(1) Learn about Swiss folk music and Alpine customs by asking questions and explaining.
(2) Analyze the mode, tonality and basic structure of Alpine Ranch.
(3) Ask the students to tell the basic feelings of this folk song.
4. Malekal
(1) Enjoy the audio-visual tape of this Italian folk song sung by the famous contemporary Italian singer Pavarotti (such as the video or tape of the three tenor concerts in the Forbidden City), and let the students talk about their feelings after listening.
(2) Small materials (pictures) that introduce the cultural landscape of Naples, Italy.
(3) Analyze the internal relationship between the melody change of this song and the emotional change of lyrics.
(4) Appreciate one or two other exquisite Italian folk songs by the composer Tosti, such as "Elegy Serenade" and "The Moon on a Summer Night".
5. flamenco song and dance
(1) Watch the dance pictures (or teaching slides) after enjoying the general flamenco dance.
(2) Describe several flamenco music and dances.
6. Mazzuca
(1) Enjoy Chopin's piano music Mazzuca.
(2) Introduce the Polish piano poet Chopin and his works.
(3) Introduce the musical features and dance features of Mazuka dance music.
7. Hora dance music
(1) Listening to the teaching tape of Hora dance.
(2) Introduce Romanian folk dance-Hora and Romanian folk music.
8. Relevant information
(1) Mazzuca
Mazzuca is the general name of Mazzuca, and it is two kinds of folk dances in Poland. The musical works written by mazur (smooth, lively, cheerful and enthusiastic dances of men and women in Mazovshe region of central Poland) spread to France, and gradually became popular in European countries in the18th century. According to the Polish Mazzuca Dance, court dance choreographers from all over the world arranged it into ball dance and stage form, and its musical beat was 3/4, with the first beat falling on 1 beat or the second beat. Dance is characterized by gliding, heel impact, one leg of male dancer is brittle, and female dancer turns in circles and double spins. Mazzuca appeared in the famous dance drama Monda, Swan Lake and the opera Billion Susanning. The famous composer Chopin created many masterpieces in this genre.
② "Hora Dance"
Hora is a Romanian folk dance, an indispensable part of Romanian weddings or festivals, and a popular form of entertainment. The music has a lively rhythm and beautiful melody, which shows the cheerful, happy and freedom-loving personality characteristics of the Balkan people.
Dance music begins with young men and women marching side by side, inviting women to join, then the married, and finally the elderly. Everyone forms a circle, one step forward, one step backward, three steps opposite, five steps to the right, and so on, and the circle gradually rotates counterclockwise; Sometimes they gather in the center and then disperse to restore the formation, with hundreds of participants; You can often dance for hours until you have fun.
③ Scottish bagpipes
Bagpipes are an ancient reed instrument with a history of at least 3000 years. According to legend, the Romans were introduced to Europe from Asia. Since16th century, Scots have combined bagpipes with other musical instruments and played them on many occasions.
Unit 6 Song of the Screen
First, the writing intention
This unit is limited to Chinese and foreign film and television music. There are both theme songs and episodes of movies and TV shows, as well as instrumental music. From the perspective of material selection, it is more difficult. This is not only because the available materials are rich and varied, but also because people's preferences and the scope of mastering materials will inevitably affect the understanding of this part of the content. We strive to show students different ways of combining music with film and television from the point of combining music with film and television, and also strive to highlight the cultural value and social influence of music itself. For example, we chose the theme song of TV series adapted from China Four Great Classical Novels, which will help students to have a preliminary impression of the value of TV music on the basis of understanding the plot, and enable students to appreciate art in a three-dimensional way. Theme songs such as My Heart Is Still, Schindler's List and Crouching Tiger, Hidden Dragon. It is music that won an Oscar, among which the music is played by cellist Yo-Yo Ma and violinist Paalmann, which has a strong appeal. Due to the particularity of film and television music, its picture was transplanted by Art editor as a part of the overall design, which has a good visual effect.
Second, the teaching arrangements
This unit can be arranged as 2 ~ 3 class hours. The first class can arrange "singing", the second class can arrange "appreciation" and some participatory music activities, and the third class can arrange appreciation and sitcom performances. In teaching, students should be guided to summarize the different categories of film and television music (such as theme song, episode, plot music, background music and so on). ) combined with music experience, and can understand the function of film and television music.
Unit 6 Lesson 1
Teaching content:
1. Learn to sing the song Farewell.
2. Appreciate the theme song of the TV series "Dare to Ask Where the Road Is", "Rolling the Yangtze River to the East", "Good Chinese Songs" and "Eyebrows and Feelings" adapted from four classic works.
Teaching objectives:
1. Recite the song "Farewell" and understand the emotion and artistic conception expressed by the song.
2. Through discussion, analyze the characters created in "Dare to Ask Where the Road Is", "Rolling the Yangtze River East", "Good Han Song" and "A Flash of Eyebrows" to understand the emotions expressed by each song and its role in TV dramas.
3. Understand the different categories of film and television music.
Teaching process:
(1) Singing
1. Discussion: Students, what movies and TV series have you seen? Which movie song (or instrumental music) impressed you the most?
2. The teacher briefly introduces several kinds of film and television music. Theme song, episode, plot music, background music, opening song, ending song, etc.
3. Let the students sing their familiar movies and TV songs (the number can be flexibly mastered according to the time).
4. Teacher: Students, let's listen to the following song. After listening, let's talk about the feelings expressed in this song.
5. Play the farewell recording and answer this question. Then refer to the relevant text tips in the textbook.
6. Please learn to sing this song.
7. Check the learning effect by singing and performing in groups.
8. Please discuss the structural features of songs.
9. The whole class sings this song completely.
10. Let's see who can recite it first.
(2) Appreciation
1. Teacher: Students, do you know Four Great Classical Novels, China?
Ask the students to discuss which characters in Four Great Classical Novels left a deep impression on them.
3. Teacher: Students, do you know the music in the TV series adapted from the four classical masterpieces?
4. First of all, the teacher plays clips such as Dare to Ask Where the Road is, Rolling the East Yangtze River, Good Chinese Songs and Curling Eyebrows (each song lasts about 20 seconds) to arouse students' interest.
5. Teacher: Next, we should listen carefully to these four theme songs.
6. Play them separately. During this period, students are required to complete discussions and exercises according to the textbook requirements.
The musical artistic conception of "Dare to Ask Where the Road Is" is bold and unrestrained, heroic and powerful, and has a heroic character. It created the heroic image of four Tang Dynasty masters and apprentices, who went to the Western Heaven to learn from the Buddhist scriptures. Teachers can also guide students to talk about the different personalities of four students in The Journey to the West. To practice rhythm accurately and neatly, students should be reminded to look for similar rhythms from music examples.
The music style of Rolling the Yangtze River over Water East is broad and lyrical, and at the same time, it has bold, simple, vigorous and lamentable feelings. The exercises in the book can be handled freely by students and have various styles. As long as students can give full play to their active participation, they will achieve their goals. If students have any questions, teachers (or students) can introduce them to different people with different personalities.
There is an exercise after "Song of Heroes" and "Curse Eyebrows", which is to discuss the characters created by them. Among them, Song of Heroes portrays the image of a Liangshan hero, while Curse of Eyebrows portrays the image of a "red chamber figure" represented by Jia Baoyu and Lin Daiyu. There is a big difference between them, which is clearly reflected in music.
After listening to the four theme songs, you can guide the students to discuss the function or significance of the theme songs. Remind students to pay attention to music such as theme songs in movies and TV.
Unit 6 Lesson 2
Teaching content:
1. Enjoy the theme songs of My Heart Is Still, Lala Lala, Schindler List and Crouching Tiger, Hidden Dragon.
2. Arrange and perform the musical sitcom A True Story.
Teaching objectives:
1. Review the song Farewell.
2. Organize and guide students to simply discuss how to enjoy film and television music according to the experience of last class.
3. Ask the students to read the theme songs of My Heart Is Still, Yala Yala, Schindler List and the written materials behind the music Crouching Tiger, Hidden Dragon, and then ask questions to check the students' mastery.
4. Ask the students to put forward the order of appreciation. The teacher plays and explains them one by one according to the opinions of the majority.
The transfer of knowledge in my mind is still not to ask students to memorize concepts, as long as they can hear the changes of music colors. The main instrument of Schindler's List is violin, which expresses a heartfelt memory. The main instrument of Crouching Tiger, Hidden Dragon is cello, which shows a free and easy mood and artistic conception.
6. Pay attention to let the students comment on the functions of these instrumental theme music.
7. Listen to the recording of a true story or watch a movie clip.
8. Discuss the story of female college students who gave their young lives to save the red-crowned crane in groups.
9. Each group discusses the design scheme of musical sitcom.
10. Try to decide the performance order of each group by drawing lots (other methods are also possible). Take turns to perform with the help of the teacher.
1 1. Please comment on the performance of each group.
12. Please write a short article about the feeling of film and television music after class as a summary of this unit.