Teaching plan of Unit 3 "Talk about Western Music" in the first volume of ninth grade music of People's Education Edition.

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People's Education Edition Ninth Grade Music Volume I Unit 3 "Talk about Western Music" Teaching Plan Unit Analysis Unit Title

Western music talk

Unit teaching content

1. Appreciation: Arias on G strings, Hallelujah, Symphony No.94 (Surprise) (second movement), serenade of strings in G major (first movement), happy peasant associations, musical moments, marches, Slavic dance music, bells ringing through leaves in the forest, Russian dance music.

2. Singing: "Lullaby".

Unit teaching objective

1. Have a preliminary understanding of the characteristics of European baroque music, classicism, romanticism, impressionism and modern music and their representative composers and major works.

2. Listen to and learn to sing European classical music, be familiar with the style of European professional music, and cultivate aesthetic feeling.

3. Have a preliminary understanding of arias, serenades and musical moments.

Emphasis and difficulty of unit teaching

Teaching focus:

1. Appreciate the music of Europe in the past 300 years (18th century to 20th century), get a preliminary understanding of the basic context of the development of European professional creative music, and understand the characteristics of European baroque music, classical music, romantic music and impressionist music, as well as the life and major works of representative composers.

2. Learn to sing and recite "Lullaby" with natural and mellow voice and expression.

Teaching difficulties:

1. Listen to the melody of the music theme.

2. Feel the characteristics of music styles in different periods.

3. Solve the problems of intonation, breathing and enunciation in lullaby.

The main teaching methods of this unit

Listening and singing, explaining, autonomous learning, cooperative inquiry, multimedia intuitive teaching method, comparative method.

Section 1 Teaching objectives

1. Understand the characteristics of European baroque music and classical music, as well as their representative composers and important works.

2. Listen to music, be familiar with the theme of the work, feel the chord color, and cultivate the aesthetic emotion of music.

Emphasis and difficulty in teaching

1. Understand the characteristics of European baroque music and classical music and their representative composers and important works.

2. Listen to the melody of the music theme.

teaching process

1. Import

(1) Play the music clip Aria on the G String. Teacher's question: Let the students think and answer, which instrument group in the orchestra played this piece?

(2) Ask students to watch and answer the composition of the orchestra (review).

(3) Teacher: Let's enjoy the development of western music together.

2. Appreciate the G-string Aria

(1) Introduce the composer and his works.

Is this song a German composer? Father of modern European music? John? Sebastian? Bach wrote it. It is named because the main theme is only played on the thickest string of the violin-G string. (violin tuning is g, d, a, e) show (photo: violin structure diagram)

(2) Introducing aria, namely lyrical tune.

Aria is a beautiful melody with accompaniment, which is longer than lyric and convenient for actors to express difficult singing skills. It also refers to instrumental music full of singing.

(3) Listen to the music "Aria on the G String".

Ask the students to tell the mood of music, describe the scene and the structure of music. (Expectation, seclusion, prayer and lyricism, emphasizing the ups and downs of songs, are the musical structures of the two songs. The first part is characterized by a sustained long tone from weak to strong, and there is a treble drop after the long tone. The second part is characterized by an octave jump after cyclotron. )

Enjoy "Hallelujah"

(1) Listen to Hallelujah music.

After listening, please tell your feelings about music and the characteristics of music style. (Hint: magnificent, solemn and touching, showing the great charm of the music eulogizing the gods. )

(2) Listen to the music of Hallelujah.

Would you please describe it? Hallelujah? The development process of five pieces of music.

(3) Introduce composer Handel and his works.

? Hallelujah? What does this word mean? Praise God? . Main idea of the lyrics: God, I praise you, you know everything and are everywhere! It shows the author's sincere feelings for God and is full of drama.

(4) Music stories.

Have you heard the story that happened at the London premiere of 1743? When singing Hallelujah, the music deeply touched all the audience. Influenced by the sacred emotion of the song, King George II of the scene suddenly stood up excitedly, and the audience also stood up to listen to the complete song. Since then, in many parts of Europe, the tradition of audience standing and listening to this song has been preserved to show respect for God.

(5) Teachers and students summed up the characteristics of Baroque works: strong sense of rhythm, strong jumping, the combination of polyphony and tonic music, the change of gravity and speed, full of emotional changes.

4. Appreciate the second movement of the Symphony of Surprise.

(1) Listen to the theme of the second movement of the Symphony of Astonishment. Please close your eyes and listen to the music. A classmate went to the front to watch the expression change of the students when they listened to the song. Classmate: (The expression was calm at first, and then I was suddenly startled).

(2) The teacher introduces the creative background of Haydn and Symphony of Astonishment.

The use of stunned chords and the emergence of themes show the irony of Austrian composer Haydn to arty ladies. Haydn is called? Father of symphony? .

(3) Familiar? Surprised? Theme, the students solfeggio the theme under the guidance of the teacher and play it with the organ.

(4) Listen to the whole song (the second movement of Symphony No.94 (consternation)) and answer the questions.

(1) How to write? (change)

② How many times did the theme change in the whole movement? What are the characteristics of each variant?

There are four variations.

Theme: played by the first and second violins.

Variations 1: The theme is played in the midrange of the string, and the first violin is melody-modified in the treble.

Variation 2: Tonality changes from major to minor.

Variation 3: rhythm change.

Variation 4: the theme is in the high-pitched part, and the mid-low part is accompanied by broken strings, which is strengthened and the atmosphere is warm.

Conclusion: Theme reappearance.

5. Enjoying serenade of strings in G major

(1) Introduction of Mozart. This song is the most famous of the Austrian composer Mozart's 13 serenades, with four movements. Please listen to the first movement of this lesson.

(2) Listen to the audio of "Serenade of Strings in G Major", feel the music, and ask the teacher the mood of two themes?

Main melody: majestic and powerful.

(2) Sub-theme: soft and lyrical, lively and cheerful (the teacher supplemented the use of vibrato and skipping rope to show youthful vitality).

(3) Be familiar with the first four sections of the main melody. (Student hum) Feel the chord color.

(4) Teachers and students discuss what serenade is, and the teacher adds a summary.

Serenade originated in medieval Europe, which is a genre of love songs sung by wandering knights at dusk or at night under the lover's window. Since the19th century, composers have renamed some love songs as serenades. Mainly popular in Spain, Italy and other European countries. Usually sung by male voices, accompanied by guitar or mandolin. Melody is melodious, euphemistic and lingering. As instrumental music, it refers to the multi-movement ensemble and ensemble orchestra suite played by a small band at the end of 18. With the development of the times, its forms have also developed. Later, instrumental solo serenades were as popular as vocal serenades. At the same time, we should also know that Mozart's serenade for strings in G major, dvorak's serenade in D minor and Pyotr Il'yich Tchaikovsky's serenade for melancholy are called? Three instrumental serenades? .

6. Happy Farmers' Meeting

(1) Listen to the audio of "Happy Peasant Association". Please listen and say the musical image.

The student replied: a lively scene of jubilation.

(2) Listen to the audio of Happy Peasant Association again. Please give each song a name according to the score 1, score 2 and score 3.

(3) Introduction of composer Beethoven.

(4) Teachers and students sum up the characteristics of classical music works together: artistic techniques emphasize washing and training, and pursue rational expression of emotions.

7. Course summary

Through the study of this course, students have a preliminary experience of European baroque music and classical music, and learn about composers and their main works from many aspects. Be familiar with the theme melody of the works you have learned. In order to lay a foundation for further study of music in the future, I hope that students can listen to the works of other composers after class and feel the beauty brought by classical music to mankind.

Section 2 Teaching objectives

1. By appreciating these three works, we can understand the style characteristics, representative composers and their main works of European romantic music.

2. Know the genre of music? Music moment? And its founder.

3. Master? Lullaby? This genre of music, and learn to sing and recite Brahms's "lullaby" in a natural and mellow voice.

Emphasis and difficulty in teaching

1. Feel the style characteristics of European romantic music, and get to know the representative composers and their main works.

2. Have a preliminary understanding of two music genres: musical moments and lullabies.

3. Sing "Lullaby" in a mellow and natural voice.

teaching process

First, import

1. Play three tunes (musical moment, March, Slavic dance). Ask the students to judge which of the three genres is musical moment, March and dance music. (Play and listen to music to identify the type of music)

2. The teacher added three musical genres: musical moment, March and dance music. This paper mainly explains that the genre of musical moments was created by Schubert, and emphasizes that the title and genre of songs are consistent. Guide the students to get the correct answers.

Second, music appreciation.

1. Listening to music: musical moments, marches and slavic dances are respectively. After listening to the music, the teacher guides the students to discuss and try to answer the questions in the chart: (Fill in the form)

(1) Who is the author?

(2) What genre?

(3) the beat?

(4) What are the characteristics of melody progression?

(5) Main musical instruments?

(6) Emotional characteristics?

(7) Music structure? The teacher said that the moment of music is a free-form structure. )

(8) From which work? (The teacher gives the answer directly. )

2. Ask students to talk about their feelings after listening to music: (warm, beautiful, lyrical and free to stretch. )

3. Introduce the composer's life.

Introduction to Schubert

② Introduction to Tchaikovsky

③ Introduction to dvorak.

4. Teachers guide students to summarize the style characteristics of romantic music. Advocate comprehensive art, advocate title music, and emphasize the expression of personal subjective feelings (pay more attention to feelings and images). Works are often autobiographical. The works are full of fantastic colors, and there are many works describing nature. In the form of music, it breaks through the limitation of the balanced and complete formal structure of classical music and has greater freedom.

Third, appreciate the animation of "lullaby"

1. Think and answer questions:

What are the characteristics of lullaby (1)? Under what circumstances was it sung?

Quiet, warm and soft. The lullaby was originally a sleeping song that the mother hummed to the baby, and later it developed into a musical genre.

(2) Which musical elements have played an important role?

The melody is beautiful, the intensity is weak, the speed is moderate and the rhythm is stretched.

Summary and supplement: the melody is beautiful and lyrical, and the writing technique of progressive and small jump is mostly adopted, and the melody is smooth and does not jump, which reflects the musical image of mother humming a lullaby; Medium speed, in line with the narrative tone; Weak strength, create a cordial and quiet atmosphere; The ups and downs of the rhythm of the strong and weak beats imitate the rhythm of the cradle swing, and adopt weak bars to reflect the peaceful and gentle artistic conception.

(3) Introduce the life of composer Brahms and the background of this song.

2. Solve the problems of intonation, breathing and articulation in "Lullaby";

(1) The students sang with Qin Mo, with the pitch ranging from big jump interval do to high octave do.

(2) Practice breathing: The teacher takes the students to mark the breathing place (breathing in each phrase) and instructs the students to practice slow breathing and slow breathing methods.

(3) Practice articulation: Teachers guide students to read a lyric in the right way.

(Requirements: In order to better show the kind and warm maternal love of the mother, it is emphasized that when reciting the lyrics, the lyrics should be soft and the initials and finals should be elongated. )

Students can practice by analogy.

Fourthly, the study of lullaby songs.

1. Let's hum the whole song on the piano or recording, and ask students to further understand the artistic conception of lullaby.

(Note: Sing in a mellow and natural voice, emphasizing students' correct sitting posture. )

2. Solfeggio music score. Pay attention to the pitch of the big jump interval do to the high octave do and the singing of the weak bar.

3. Write lyrics and sing the whole song, accompanied by the piano teacher. (pay attention to the contrast between the strength of the front and back parts of the song, the former is weak and then strong; Need to vomit lyrics, initials, finals).

4. Students recite the whole song in groups. Pay attention to the artistic conception of the song. )

5. The teacher or classmate directs the students to sing the whole song with expressions on the tape.

Verb (abbreviation of verb) course summary

Today, we enjoyed several romantic music works together, got a preliminary feeling of its musical characteristics, got to know the musicians, learned the genre of the music moment, and knew that it was created by Schubert. At the same time, I learned to sing a lullaby full of maternal love, warmth and sweetness. I hope students can listen to romantic works and lullabies created by other composers after class.

Section 3 Teaching objectives

1. By appreciating Debussy's Bells in the Woods and Stravinsky's modern dance drama Petrushka? Russian dance music, the initial experience of European impressionist music, the style characteristics of modern music in the early twentieth century and its representative composers and works.

2. Understand the historical development of European music: Baroque Classical Music School? Romantic music school? The process of impressionism; Review and consolidate the composers, music genres, works titles and music themes learned in this unit.

Emphasis and difficulty in teaching

1. Feel the style characteristics of impressionist music and modern music in the early 20th century, representing composers and works.

2. Be able to accurately judge the music genre to which the work belongs.

teaching process

1. Import

Watch a group of impressionist painters' paintings (Monet's Sunrise Impression, Cezanne, Renoir, Seurat). At the same time, listen to Debussy's clip "The Bell Passing through the Leaves in the Forest".

Please guess when these paintings and music works were made. Say how you feel after listening. (vague, instant impression, erratic, colorful, etc. )

2. Listen to the music "The bell goes through the leaves in the forest"

Students can draw pictures or write poems while listening to them to describe the musical images they hear.

(1) teacher profile composer Debussy and his masterpieces.

(2) The teacher plays and points out that diatonic scale is a typical feature of this work.

(3) Teachers and students summarize the characteristics of impressionist music. Fuzzy outline, hazy color and indistinguishable tone sandhi are all obvious signs of impressionist music; The music of this period did not like grand and immortal grandeur, but liked hints and metaphors, and did not like exaggeration, directness and unreservedness.

Listen to Russian dance music

(1) What musical images and plots did the students hear? Students try to describe musical images and story lines.

(2) The teacher added, introducing the content of the story and the life and masterpiece of composer Stravinsky.

(3) After listening to the music, the teacher analyzes the music structure and style.

It can be divided into three parts, and music is more displayed through thick, harsh sounds and strong rhythms. The teacher shows cards in different colors (red, yellow and red represent three paragraphs respectively) to prompt the music structure. The theme of the first part is the theme of the whole song, the second part is in contrast with the first part, and the third part is the restoration and reproduction of the first part. At the end of the whole song, there is a long ending. The simple melody, flexible rhythm and unique orchestral color of the whole song reflect Stravinsky's creative personality.

4. Music school

Please talk about your feelings about classical music, romantic music, impressionist music and modern music. Can you tell me why the concert has changed like this with the passage of time? Which music school do you prefer? Why?

With the passage of time and the development of science and technology, people's ideology is also changing, and it affects people's life, art and all other fields. The decline of moral level is also an important factor. People began to eulogize God and nature to intoxicate and describe their feelings, and then pursued sensory stimulation and personality liberation, leading to constant changes in music.

5. Course summary

Today, we enjoyed two works, reviewed and consolidated part of this unit, which made us have a clear perceptual understanding of the development of European music and a deep impression on musicians and their masterpieces.