Problem And Countermeasures In The Implementation Of Music Improvisational Editing Teaching In Primary School

Music creation flows in every part of human life.We can't do without the creation of music.Composition,performance or appreciation are all manifestations of music creation.Although music creation is ubiquitous,the real improvisation of musically creative improvisation also comes from the 2011 version of the music curriculum standards.Since then,the music improvisation teaching has enriched the musical experience of students with its "moisturizing and silent" approach and the characteristics of "semantic and non-semantic",inspiring students' motivation for music learning,and burying creations for students silently.The seed of the creationary spirit plays a unique role in school music education.This research is a practical study on the teaching of impromptu choreography in primary schools,hoping to understand the development of improvisation in the teaching of music,draw lessons from the current situation of primary improvisation in elementary music,propose practical measures for improvement,and combine theory with practice with a view to gaining a systematic understanding of improvisation teaching.First,this study uses the literature analysis method to take the historical development of improvisation teaching as an example,and the embodiment of textbooks and new curriculum standards to explain the connotation of improvisation teaching of music,including concept definition,development process,implementation purpose,specific methods,and application value and its position in music teaching.Secondly,the interview method and classroom observation method are used to comprehensively and fully grasp the current situation of improvisation in the primary school music teaching in Changsha,so as to discover some problems in the primary school music improvisation teaching: impaired cognitive ambiguity;"teacher-based" editing dominates;the content of editing and creation is limited;the deviation of editing teaching purpose.The study found that the main factor for these problems lies with teachers.The cognitive level of teachers determines the extent of improvisation teaching;the clear goal is the end of improvisation teaching;and the selection and organization of content are the internal motivation to stimulate students to learn.Based on the attribution analysis at these three levels,the corresponding improvement countermeasures are proposed from the perspectives of adapting to learning,emphasizing student base,and opening up interaction.Finally,focusing on the teaching practice of improvisation of elementary school music,the singing class "Nai You Nai" was selected as the specific example,the teaching design was presented in text,and the teaching process was fed back and analyzed.On the one hand,it strives to solve the plight of the teaching of improvisation of primary school music.On the other hand,it provides feasibility paths and suggestions for the majority of music educators how to incorporate improvisation into the elementary school music teaching process,and to achieve the "creation of" music creation.