1、1How to Teach Music Vividly and EfficientlyAbstract. The teaching methods are some of the methods used in the process of teaching and learning. Teaching methods of forming long-term teaching practice and teaching experience accumulation and summary. Music teaching is different from the other subject
2、s of a special nature， complex teaching activities. This is because music is an art， its about teaching objectives， content， and means of scientific progress is affected varies but more personalized teaching method is its distinctive feature. So， music teacher can use scientific methods to improve t
3、he teaching quality of teaching music， which will have a negligible effect. Keywords： Context； Appeal； Emotion； MOI 1. Introduction Music is an art， and teaching is an art， which has its own rules. And music teaching has teaches teaching principles， rules and methods of knowledge like other subjects
4、， while there are unique aspects of its own. The classroom is an important part of teaching art. Now the overall quality of education to promote effective 2integration informative， interesting， artistic， universality， etc. combined to music education is the most able to make the students in a relaxe
5、d mood among fully grasp the knowledge， develop wisdom， and most likely all disciplines permeabilitys of teaching practice subjects. Therefore， the reform of teaching music education reform cannot be ignored. Aesthetic teaching is the essence of emotional education. Music teaching， teachers should a
6、s students create a good arts education contexts， to stimulate student s interest to take the initiative to learn and gain knowledge， apply knowledge， and finally to the students in teaching practice to obtain a series of healthy emotional experiences. Therefore， situational， fun， emotion is music t
7、eaching the three elements of success. 2. The emotional education Context is understood as the environment. So how to get students into this learning environment？ Teachers need to take the initiative， scientific guidance， use of language， media and other means to create a real musical situations， co
8、mbined in groups to stimulate team spirit， put emotion into individuals and groups together for students to personalize and commonality personality training， improve students ability to 3act independently and spirit of cooperation， to fully utilize the power of personality and US resonate groups can
9、 be reached， it is the only successful music teaching. Suhomlinski classroom teaching activities psychological factors made vivid and specific description： “The so-called upper classes have fun， which means that students with a climax of emotion engaged in learning and thinking， on the front of the
10、display Truth be surprised， even shocked， students in the study felt their own wisdom and strength， and experience the joy of creation， and his wisdom and will of the great and proud. “So， making a can stimulate students interest and situational learning ability is an important factor in the success
11、 of music teaching and optimized guarantee. And this situation is set to guide students need science teacher in the teacher-designed musical context， so that students enter into a curious situation both familiar with the state， they will all attention is now focused on teaching practice in real acti
12、vity. Like a different style of teachers to their students to produce different storylines different situations， ignite curiosity and interest. This is the music that accompanies the aesthetic attention to specific emotions. The creation of music teaching contexts， aims not only to adapt to music ed
13、ucation 4start-up phase， but also to adapt to the music education of the whole process. In music education plays a different role in different stages for music education start-up phase and end phase， can play a pleasing aesthetic environment， arouse aesthetic attention， stimulate aesthetic desire fo
14、r teaching various aspects and processes of teaching content connection， can play a nexus， fostering new aesthetic mood， attention and arouse new aesthetic desire for teaching content into. Enriching the aesthetic elements deepen the aesthetic effect. Teachers in music appreciation class when “Sprin
15、g Melody“， in order to achieve these results， the use of modern teaching methods， carefully making multimedia teaching courseware， all teachers of language and scenario demonstrates， all with the music of the unfolded simultaneously. At this point， the students listen to beautiful music， watching li
16、felike images， vivid and wonderful feeling teachers abound emotional expressions and language， they are completely immersed in the aesthetic context being. Emotional touched them again after use to impress students， through all the factors visual aesthetic sensibility， imagination， so that students
17、emotional thinking to rational thinking， so rational aesthetic field. Therefore， the teaching situation of classroom teaching has a 5very important role， is an important way to stimulate students intellectual and summary of rational thinking， but also makes the process of teaching the process of bec
18、oming musical aesthetic of teaching and learning. Taste， there are high and low points. In music teaching fun of course， is elegant， scientific， civilized and progressive， but also reflects one of the important forms of aesthetic. We often music professional training and knowledge of music theory an
19、d monotone abstract imagination of the troubles， music teaching imaginative but do not become boring， repetitive mechanical skills， making the students produced a psychological aversion to music or think he was no longer suitable for learning music. Therefore， the loss of the music taste of the teac
20、hing processes itself. The taste of music teaching， not only make the students on the music generated keen interest in making the students to “learn“ to the students themselves to learn； the passive to active. Any interesting things， for children are kept a great attraction， which is the psychologic
21、al characteristics of children by the age of the decision， in music teaching， we should strive to students with a good emotional tendencies in various interesting teaching methods and teaching form to attract 6children， so that they consciously active participation musical aesthetic activities and m
22、usic learning. For example： In the five- year “flower frog“ （Shandong folk） songs teaching， the students listened with great interest to recite the lyrics Shandong dialect， and through active imitation learning， coupled with percussion accompaniment frogs tube， the entire teaching process， the stude
23、nts felt a delight， in the case of conscious， active participation in a pleasant mood complete learning tasks. Music teaching sex appeal， reflects the teaching of beauty attributes， pleasant and useful music teaching activities， not only to make students get the spiritual world of pleasure， but also
24、 evokes the students of music more interesting and intense love， which is what we should ideals of teaching effectiveness. The emotion is different and fun， and it is the life force to sentiment. It also has the aesthetic of the music teaching important symbol， music is emotion excited by crystalliz
25、ation， is indispensable art form. Music is often a combination of comprehensive arts poetry， music， and performances. So， its emotional expressiveness richer， more vitality and appeal. Persons emotional world is a complex area， and the music was able to start occupying the field softest most delicat
26、e areas. So， the 7music teaching process is the collision and emotional world of interpersonal communication， imagination and wisdom space is the catalyst to inspire people the most realistic. Everyone experienced a variety of emotional experience， but most people can not put this to use language to
27、 describe the emotional experience， often manifested through music that experience. As a music education workers should use their own music experience to students penetration， ignite students spend emotional music， making music into aesthetic Celestine. Emotional experience， a music teaching high to
28、 the realm of beauty， music teachers should strive to pursue and create， make music education to become a true sense of aesthetic education. By context， fun， emotional education and training， music education is not only to allow students to master the musical skills， techniques， choral few songs， mo
29、re important is to tap the student s musical potential， inspired on the music of learning interest， training students for artistic feeling of beauty， performance and creativity， which requires teachers in teaching the good use of all the beauty of teaching means to arouse students sense of beauty， m
30、aking them in a relaxed， lively music feel the atmosphere in the United States， the performance of the United States， to create beauty， culture 8and improve their aesthetic capacity. 3. The language of instruction Music and languages have a common way of expressing， both by changing the pitch of the
31、 sound to reflect the rhythm of beauty. Music teaching language arts is the best embodies the creative， thoughtful and living unity is the written language of the artistic interpretation of the spoken language. Therefore， the high-level language training also reflects a comprehensive artistic accomp
32、lishment. As a qualified music teacher， in addition should have a higher level of business， to take seriously the task of teaching the students must also pay attention to other comprehensive personal accomplishment， and language training is to make classroom teaching more and more aesthetic mood， so
33、 as to achieve higher teaching. The rhythm of music teaching language is indispensable， but also reflects one of language skills and cultural enrichment of the standard of teachers. In music teaching， if you use jargon to give lectures， people feel very professional， profound， difficult， long time，
34、students will lose interest in learning， feel boring， boring on the surface. Therefore， we should put a written language， spoken language and jargon combined with visualization， which would allow students to 9feel so esoteric theories realize I can learn. That is to make complicated things simple， a
35、bstract viewpoint visualization. This language needs to pay attention to the tone of the classroom level， the severity of tone， speed of speed， master of yin and yang frustrated， natural and smooth， giving humorous enjoyment of the arts. Music teachers should be based on the song Writers background，
36、 nationality， style， period features creative， grasp the lyrics of the theme， such as rhythm， tempo， and read the best combination for students to enlighten their work style， theme and other known musical knowledge. After another perfect combination of melody and music， students are thinking climax
37、and orgasm musical works of the lyrics reflect perfect match. Poetry has the perfect combination of music， the concert will find when we sing： “Dreaming a little while to as“ poetry is the climax of the song is also the highest note， which was regarded as the perfect combination of art songs. The st
38、udents into the ancient era of the Tang Bai， feel the rhythm of poetry， subtle emotional feelings ancient people. Misty is the sustenance of this poets recollections of past someone or something combined with our current emotional experience can and can reach some kind of ancient resonance. This wil
39、l stimulate students desire 10to sing better to show the effect of extremely rich. The image of the United States is focus on teaching the language. In singing， many students tone deaf， rhythm allowed， regardless of strength， thus strengthening the basics of learning is very important. For this know
40、ledge students are very weak， and we use the best music teacher icon， multimedia presentations and other teaching methods. Order to emphasize the pitch and chromatic relationships E F， B and C and between then teachers play scales on the piano， with this visual language of instruction adds student i
41、nterest， easy to remember. French masters Rousseau said： “In addition to rare exceptions， the musicians imitating art never lies between objects， but that it can make peoples hearts closer （to be described） objects caused by the presence of mood itself .“ Orchestra “Spring Music Overture“ to show ou
42、r people that work in the festival drums， singing and dancing in joyous scenes， appreciate this work， the teacher first Spring Festival Overture playing music， and then let the students in this brisk melody plug in the wings of imagination， ride in the festive scenes， excitement intoxicated， so that they seem to see the colorful Yangge， beautiful drift of agricultural silk
