Music Lesson Plan for the First Volume of Eighth Grade: The Music of Eight Tones
The Music of Eight Tones
(1) Picture:
This unit echoes the "Ancient Chinese Rhythm" in the second volume of its grade and is for students Established to understand ethnic musical instruments and instrumental music. In the "Music Story" column, the pipa song "Ambush from Flying Daggers" is combined to introduce the historical story of the conflict between Chu and Han; the flute solo "Journey to Suzhou" is paired with the light and elegant gouache painting "Water Village", which is very artistically charming; The erhu solo "Guangming Xing" demonstrates the erhu's timbre and resolute musical character; "Sixteen Edition", "Walking on the Street", "Little Donkey Herding" and "Shifan Gong and Drum" are representative instrumental ensemble forms in my country. The feature of this unit is also to focus on understanding the representative national percussion instruments, and accordingly arrange to learn how to play gongs and drums, and imitate the hand, eye, body and steps of opera characters. In terms of music knowledge, it introduces eight tones, strings, Jiangnan silk and bamboo, percussion instruments, gongs and drums, etc.
(2) Key points and difficulties:
The focus of this unit is to allow students to understand the relevant materials of my country’s extensive and profound national folk music through storytelling, appreciation, performance and other teaching activities. and organic connections with music-related culture.
The difficulty is how teachers grasp the teaching intentions of different columns and how to flexibly choose teaching materials based on students’ knowledge background.
(3) Material analysis:
1. "Ambush from Flying Daggers"
"Ambush from Flying Daggers" is a large-scale pipa piece with eleven pieces. The content of the music is The majestic splendor and majestic and unique style are rare in classical music.
This piece of music is based on the story that during the decisive battle at Gaixia (southeast of present-day Lingbi County, Anhui Province) in early 202 BC, the Han army set up an ambush formation and completely defeated the Chu army. It is a concentrated summary of the historical fact that forced Xiang Yu to commit suicide in Wujiang River.
The decisive battle at Gaixia is a famous battle in our country's history. At the end of the Qin Dynasty, Chen Sheng and Wu Guang rose up. Under the fierce attack of the surging peasant uprising, the Qin Dynasty declared its demise. At this time, Liu Bang's Han army and Xiang Yu both launched a struggle to compete in the Central Plains and compete for hegemony in the world. By 202 BC, the Chu and Han sides had been engaged in a war that lasted for several years. Due to the arrogance and indecision of Xiang Yu, the overlord of Western Chu, he repeatedly missed opportunities and missed the opportunity to destroy Liu Bang's Han army. An absolutely superior force of 100,000 soldiers surrounded 100,000 people. Late at night, Zhang Liang blew dawn and the soldiers sang Chu songs, which made the Chu army feel desperate and forced a fight in Wujiang River. Xiang Yu drew his sword and killed himself because he was outnumbered. The Han army achieved a brilliant victory. The pipa song "Ambush from Flying Daggers" brilliantly uses musical means to express the fierce battle conditions of this ancient war, making it a vivid and touching sound and picture of the ancient battlefield.
"Ambush from Flying Daggers" was first recorded in the "Hua Qiu Ping Pipa Music Book" published in 1818. In 1895, the "New Scores of Thirteen Daqu Pipa Scores of the Northern and Southern Schools" compiled by Li Fangyuan was published. She was highly praised and renamed "Huai Yin Ping Chu". But this is a traditional music that has been circulated among the people for a long time. As early as the end of the 16th century, Wang Youding of the Ming Dynasty recorded in his book "Sizhaotang Ji" that Tang Ying, a famous pipa player at that time, once played "Chu and Han" to obtain a vivid situation. The article writes: "In the song "Chu and Han", when the two armies are fighting in a decisive battle, the sound shakes the heaven and the earth, and the tiled houses are like flying down. When I look at it slowly, there are the sound of gold, drums, swords and crossbows, and the sound of men and horses fighting; but there is no sound. , for a long time, there was resentment but it was difficult to understand the song of Chu; Yu Qirou Jian contended with the voice of King Xiang, which made those who heard it excited at first, then sad, and finally unable to shed tears. This is so touching. The content, structure and musical image of "Ambush from Flying Daggers" are generally consistent with those described in the song "Chu and Han", proving that it has been circulated for a long time.
(Lesson 1)
Teaching content:
1. Introduction to Chinese folk musical instruments.
2. Music story: The conflict between Chu and Han.
3. Music appreciation: "Travel to Suzhou", "Travel to Guangming" and "Sixteenth Edition".
Teaching objectives:
1. Introduce eight-music instruments so that students can understand Chinese folk instruments as a whole.
2. Through the combination of music and ancient stone statues, students can understand the generation and creation background of the pipa song "Ambush from Flying Daggers" and the emotional characteristics it should reflect.
3. Understand the performance form and style characteristics of Chinese folk instrumental music by appreciating "A Journey to Suzhou", "A Journey to Guangming" and "Sixteenth Edition".
Teaching process:
1. Introduce the Chinese classification of eight-music instruments to students based on musical instrument diagrams and give examples.
2. Let students listen to "Ambush from Flying Daggers" and use language to describe the content and emotions of this piece of music. The teacher can then supplement it to completely narrate the story of the "Struggle between Chu and Han". Again, ask students to listen carefully with the story. (Play VCD)
3. Appreciate "Journey to Suzhou" and "Journey to Guangming".
(1) Question: Can you tell what instruments are used to perform these two pieces of music? What are the differences in their style characteristics
?
(2) Play the recording. (VCD)
(3) Ask students to answer questions, and the teacher will supplement them.
(4) Introduce the life and representative works of Liu Tianhua, the composer of "Guangming Xing".
4. Enjoy the string ensemble "Sixteenth Edition".
(1) Introduction to the "Sixteenth Edition" is selected from "Thirteen Sets of String Suo" and the author, production year, etc. of "Thirteen Sets of String Suo".
(2) Question: Can you tell which instruments are playing in the music? How is its performance different from the previous two? What style characteristics does it embody?
(3) Play the recording.
(4) Ask students to answer questions, and the teacher will supplement them.
Summary: In order to inherit and carry forward our Chinese music culture and promote it to the world, many great musicians are working hard, and many of our friends of the same age, such as those who study folk music, are also working hard. And what about us? Just give your love!
After-class notes: Through appreciation, students’ love for national music will be continuously cultivated.
(Lesson 2)
Teaching content:
Music appreciation: "Walking in the Streets" and "Little Donkey Herding".
1. Introduction to Chinese percussion instruments.
2. Music appreciation: "Shifan Gong and Drum".
Teaching process:
1. Appreciate "Walking on the Street" and "Little Donkey Herding".
(1) Question: Can you tell what instrument Yang is used to play these two pieces of music? What are their performance forms? How do they differ in musical style and tune?
(2) Play the recording.
(3) Ask students to answer questions and the teacher summarizes.
(4) Introduce the popular areas, instrument combinations, music styles and representative works of Jiangnan silk and bamboo and wind and percussion music respectively.
2. Introduction to Chinese percussion.
(1) Explain the types of Chinese percussion instruments and several percussion instruments, such as large gongs, tanggu, small gongs, large cymbals, bangzi, small cymbals, etc., and the teacher will demonstrate how to play these instruments.
(2) Invite students to play and use words to describe the different timbres of these percussion instruments.
(3) After students master the playing methods of these percussion instruments, they can be required to play according to a certain rhythm and intensity changes. Can be played from strong to weak. to increase students' interest.
3. Appreciate "Shifan Luo and Drums".
(1) Explain the origin of the name, popular areas, music style, and sound effects of "Juban Luogu".
(2) Play the recording.
Summary: Through today’s explanation, students have a preliminary understanding of the popular areas, music styles, and sound effects of percussion instruments in my country.
After-class notes: It would be better if there are physical objects for students to play in person.
(Lesson 3)
Teaching content:
1. Understand and learn the Gong and Drum Sutra.
2. Music performance: Perform to the rhythm of opera percussion.
Teaching objectives:
To enable students to further understand percussion and the important position of percussion in folk music, and to feel the "hands, eyes, body, method and steps" in opera performance consistency.
Teaching process:
1. Review the playing methods of big gong, tanggu, small gong, big cymbal, bangzi and small cymbal.
2. Explain the Gong and Drum Sutra and give examples.
3. Learn the Gong and Drum Classics "Chong Tou" and "Ji Ji Feng".
(1) Students can first sing the rhythm of these two gongs and drums until they are proficient.
(2) Let students practice the rhythms of drums, bangs, big gongs, small gongs, and small cymbals respectively to become proficient.
(3) Let students practice together.
(4) Students can also be allowed to exchange instruments so that students can become familiar with the playing methods of various instruments.
4. Music performance:
(1) Question: What are the roles in opera? What characteristics do they have? What aspects should be paid attention to when performing opera?
(2) Let students watch opera programs and ask students to pay attention to the actors' appearance, roles and performances.
(3) Ask students to answer questions.
(4) Divide all the students into two groups. One group of students performs the four roles of "Voice, Dan, Jing, and Chou" in opera, and the other group uses percussion accompaniment. The rhythm of percussion can be designed by teachers or students. During the performance, the two groups of students can swap performances. After the performance, teachers should guide students to make simple evaluations of themselves, others and the collective performance, exchange feelings with each other, and put forward suggestions for improvement.
Summary: By studying the Gong and Drum Sutra, you can further understand percussion and its important position in folk music, and feel the consistency of "hands, eyes, body, method, and steps" in opera performances.
After-class notes: You are very interested, but you have to be careful.