代写范文

留学资讯

写作技巧

论文代写专题

服务承诺

资金托管
原创保证
实力保障
24小时客服
使命必达

51Due提供Essay,Paper,Report,Assignment等学科作业的代写与辅导,同时涵盖Personal Statement,转学申请等留学文书代写。

51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标

私人订制你的未来职场 世界名企,高端行业岗位等 在新的起点上实现更高水平的发展

积累工作经验
多元化文化交流
专业实操技能
建立人际资源圈

British junior high school music education

2019-10-30 来源: 51Due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- British junior high school music education,供大家参考学习,这篇论文讨论了英国的初中音乐教育。英国初中音乐教育属于第三阶段的前三年,这一阶段之后,学生开始选择今后的发展方向确定目标。这一阶段开始,学生的音乐教育不再以模仿、感知为主,而是以理论、鉴赏感知和实践为主,学生的音乐课学习越来越具体与全面。

The division of school education in Britain is somewhat different from that in China. The primary and secondary school preschool education in Britain can be divided into four stages according to age: the first stage, from 2.5 to 5 years old, is preschool education; The second stage, aged 5-11, is primary school education. The third stage is secondary school education from 11 to 16 years old. After completing compulsory education at the age of 16, students can choose to leave school and enter the society or continue to receive higher education. The fourth stage, 16-18 years old, high school advanced class. In junior high school, British students have relatively less pressure to study, and the content of music is relatively rich.

British junior high school music education belongs to the first three years of the third stage, from grade 7 to grade 9, which is equivalent to the sixth grade of primary school to the second grade of junior high school in China. After this stage, students begin to choose their future development direction and set goals. At the beginning of this stage, music education of students is no longer based on imitation and perception, but on theory, appreciation and perception and practice. Students' music lessons are becoming more and more specific and comprehensive. According to the national curriculum standards published by the UK government website, students are expected to guide their previous knowledge and skills through performance, composition and listening. They should develop their own singing and/or instrumental fluency, accuracy and expressiveness, as well as an understanding of music structure, style, genre and tradition, identifying music dimensions of expression. They should listen and guide their practice with a heightened sense of appreciation. They should use technology appropriately, appreciate and understand the wide range of music backgrounds and styles.

Students are taught as follows:

Play and perform confidently with your own voice in a series of solo and ensemble situations, playing instruments with fluency in music and precision in expression.

Improvisation; And with a series of music structure, style, schools and traditions to expand and develop music ideas.

Appropriate and accurate use of staff and other related symbols in a range of music styles, genres and traditions.

Clearly identify and use the relevant levels of music, and become increasingly proficient in using tones, different types of scales, and other music techniques.

Improve your taste by listening to a wide range of great composers and musicians.

Learn more about the music they play and the music they listen to and its history.

To put it simply, it is necessary to master singing and playing a musical instrument, be familiar with relevant music theories to implement, and enrich music appreciation and perception. More specifically, develop skills, theory and taste.

The curriculum fully shows that between the three logical relations in music teaching, the basis of theoretical study is very important, including music theory, listening skills, background music, music features, etc., the basic theory into a specific type of music appreciation and analysis, finally to apply these theory and cognitive practice, is "interlocking, be short of one cannot," "virtuous circle" formed between each other.

The "convergence of the four corners" is originally a metaphor for the convergence of people and goods in the four corners as the spokes of a wheel converge on a hub. Come together from all sides come together from all sides Just like British junior high school music course teaching content, it gathers all aspects of music knowledge, from classical to popular, from home to foreign countries, from thought to action and so on, all gather in this course, really in line with the "four sides convergence" characteristics.

According to the syllabus, music courses at various stages can be roughly divided into three modules: theory, appreciation and perception, and practice. Although the teaching content is various, but according to different age groups of students to make a reasonable teaching layout.

From grade 7 to grade 9, the courses are gradually increasing in difficulty, starting from the single foreign music: the unique rhythmic characteristics of Brazilian samba music, gradually transiting to the specific film music and heavy metal music, and finally to the classical music minor dance music and the modern pop music blues, hip-hop and reggae music. Music involved not stick to one style, including foreign music, film music, classical music and modern popular music in the blues, hip-hop, reggae and other music types.

Second, different grades with the corresponding theoretical knowledge. In grade 7, I learned the basic elements of music, the use of individual Musical Instruments and simple rhythm creation. In grade 8, I began to understand the historical origin of some Musical Instruments and the use of specific Musical Instruments related to the learning content. Learn about chords, the theory of major and minor, the history and development of the blues music, and the characteristics of hip-hop music and reggae music. Theoretical knowledge covers basic music theory, music history, music style features and other aspects, which is conducive to students' all-round study of music theory and enables students to understand various music types.

Music practices are varied and progressive. Start by learning to sing; At the same time, simple instrument operation and learning, including keyboard, heavy metal instruments, ukulele, etc. Then there was a planned ensemble of bands; Finally, the author creates the music style of learning.

British school education has a very distinctive feature: there is no textbook, teachers arrange the teaching content according to the syllabus, and provide corresponding learning pages, references and micro-lectures. Students must listen carefully in class and keep good records in order to complete the homework and exams required by the teacher. This is also the case in junior high schools in the UK. The difference is that students do not need to do homework and all practical activities are basically carried out in class. This characteristic gives teachers the possibility of "unlimited innovation". Teachers can arrange rich teaching content and practice under the framework of large teaching, and students can acquire music knowledge from various aspects.

From the above syllabus, it can be seen that the teaching process and implementation description are different due to different filling personnel. However, one of the highlights is the music creation of different styles by students after listening to and practicing the specific music style. With the growth of age, music creation gradually transitions from rhythm creation to style music creation. Music creative process, to the teacher infinite space teaching environment, to the students infinite creative daydream space. The students' creativity in the middle school stage can be enlightened and developed, which keeps the students' "intelligence of clever thinking" and "potential of innovative development".

From the description of the text, the macro teaching framework is very stable, the micro teaching content is very rich, and the specific practice part is even more refreshing. Through field visits and observations, the actual teaching effect is also similar to that of some junior middle school music classes in China: ideal is full, reality is very skinny. Music teaching facilities in some British schools are more comprehensive, including various electroacoustic band instruments and western wind instruments. A lively weekly music lesson that was never taken up by other subjects; Students' music perception ability is extremely strong, and can boldly practice... But the actual practice is only superficial,

Most British junior high school students have strong sense of music, high singing ability, and strong music appreciation and listening skills. Active character, dare to ask questions and create. Through the music class in the school, students can "extensively" understand the basic performance of many Musical Instruments, but cannot have "in-depth" study of Musical Instruments. It is difficult for students to skillfully use a musical instrument.

Since 2004, new music declarations have been issued every few years in the UK. One of the highlights of the declaration is that all students can master an instrument. This declaration aroused great debate in the society, and many music workers said that it was impossible to do. BBC news in the UK reported the controversy of music declaration. Look from the instrument of learning rule, let the students learn a musical instrument, more easily, like a musical instrument is not going to really master a musical instrument, the majority of students do not master a musical instrument, unless they have to master an instrument, in extracurricular English learning music actually cost is very high, most children can skillfully use a musical instrument, most parents will weigh the learning music and the availability of other skills, therefore, the so-called "each person to master a musical instrument" of "mastery" standard is not high.

Take Altrincham College of Arts as an example, few students in the school can master a musical instrument proficiently.the band rehearsals almost do not exist, because they cannot form a complete band. For students who are good at playing Musical Instruments, teachers will give corresponding Suggestions, such as inviting teachers from outside the school for individual guidance or learning outside the school. Of course, extra fees will be charged. According to field knowledge, "very few" students have studied deeply and mastered a musical instrument.

The practice of music courses in British junior high schools is also divided into two parts: musical instrument learning and music cooperation practice, and music creation practice. British junior high school music practice is mostly "scratch the surface", because musical instrument learning and practice need time for training.

Students learn to understand some music styles in the music class. After appreciating each style, the practice of Musical Instruments allows students to have a "broad view" of the music style, but they cannot make "progress". The reason is very simple. Restricted by "teacher ability factor" and "student ability factor", this practice is sometimes just a tone keyboard practice. However, the practice of music is mostly based on no instrument skills. The so-called band cooperation basically does not exist, the formation of a band in addition to the instrument is a very important part of the band members, only able to control the instrument can make those instruments sound, it is difficult for students to really master an instrument in school, forming a band is easy? Therefore, the so-called large amount of practice is actually "skimming the surface", "extensive but not refined" to complete the most superficial practice of music teaching rather than practice in the real sense.

The so-called "music creation" of British junior high school is: after knowing a style of music, students begin to create, but this is not the creation in the true sense, but a kind of imitation, which is conducive to open the confidence of students to make bold attempts. Nevertheless, "music" and "music practice" there is a same problem, is the music creation in addition to the "original copy" a very important part of "writing techniques" not every "music teacher" have the ability, in the face of students to imitate and choreography, teachers are confused about what to do, and even "music creating" is a noun "useless". During the actual visit, there is basically no content of "music creation" in the junior middle school music class in Britain. If there is, it can only be described as "primary imitation".

Although Britain's macro grasp makes the content of music rich and colorful, it does have some problems, such as the control of details, which still needs to be improved.

51due留学教育原创版权郑重声明:原创essay代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。

51due为留学生提供最好的essay代写服务,亲们可以进入主页了解和获取更多essay代写范文 提供代写服务,详情可以咨询我们的客服QQ:800020041。

上一篇:The influence of Christianity 下一篇:The influential factors of fin