First, Swiss music education in Dalcroze
Emile Jaques-Dalcroze, a famous Swiss composer and music educator, founded the earliest music education system in the 20th century. This music education system with a history of nearly 100 years has had a far-reaching impact on the ideas and systems of various music education reforms that have emerged and formed since the 20th century. Dalcroze's method can teach children to understand complex rhythms. Children dance to the rhythm when they hear music. By uniformly mobilizing children's vision, hearing and feeling, with the music moving, children can get a complete musical experience, and at the same time, they need to concentrate and remember. Dalcroze's educational principles also form the basis of Kodaly's teaching method and Orff's teaching method.
Dalcroze also emphasized the importance of improvisation in creative music education. Improvisation is a creative musical act, which makes music expression and music judgment immediate. In improvisation or performance, you need not only a certain musical expressive force, but also a rich imagination, sensitive reaction ability and fluent musical thinking. We should weigh and deal with the problems of pitch, rhythm, timbre and strength at the same time, among which the most important ones are auditory judgment, sensitivity and creativity. This kind of learning content embodies the essence of music learning and the role of music education in cultivating people's highest level of ability-creativity.
Today's improvisation is not just improvisation on the piano, it has become a teaching practice that uses a variety of teaching methods to cultivate imagination and creativity with all aspects and the whole process of music learning. Impromptu music activities can start from the first day of children's music learning. In the process of activities, adults should be good at inspiring and inducing children to enter the state, arouse their interest, and finally enable them to create their own imagination and expression out of spontaneous and natural emotions. This is the purpose of impromptu music activities. From practice, it can be seen that impromptu music activities have an infinitely broad development prospect in children's music potential development training.
Second, Hungarian Kodaly music education
1988, the International Association for Assessment of Educational Achievement conducted tests all over the world to assess the scientific level of 14-year-old children. Results The top three countries are Hungary, Japan and the Netherlands, and this achievement is due to the fact that music training has been a part of the basic curriculum in these countries from kindergarten to high school. This also prompted the United States to take music course as one of the core subjects of basic courses when it revised the education law in 2000. Among them, Hungarian music education adopted the teaching method of Kodaly. Moreover, it is unforgettable that their children can sing beautiful voices without much rehearsal.
Zoltan Kodaly (1882- 1967) is a famous Hungarian composer, national musician and music educator. Kodaly's teaching method named after him is one of the far-reaching music education systems in the contemporary world. His educational system has profound educational ideas and high artistic aesthetic requirements. This paper discusses a series of fundamental problems in the concept and practice of music education, such as the relationship between art education and people's own growth and all-round development; The role of music culture in all knowledge cultures; The significance of national folk music in music education: the relationship between inheriting national traditions and learning excellent human art and culture; How to learn from the excellent traditions of predecessors and foreign countries and so on. Thousands of singing and reading exercises written by Kodaly for children of different levels in decades are called "golden reserves" in Hungary. Since 1960s, this teaching method has spread rapidly, covering many countries in Europe, America, Asia and Oceania. His educational thoughts and teaching principles have had a great influence on music all over the world. The main contents of its teaching methods are the first tune roll call, colvin gesture, rhythm roll call, rhythm and roll call shorthand.
Hungarian schools have developed music education for a long time. In the past century, Kodaly's teaching method has been widely used in the theory and practice of music education. Their music is profound, because Hungarians believe that music is the soul and core of children's education. In ordinary schools, children have music lessons twice a week. In the music school, there are music classes every day, and children have the opportunity to learn a musical instrument. Music courses also include listening, improvisation, reading music and so on. Hungarian educators firmly believe that music is directly related to mathematics and natural science. They believe that music is helpful to children's logical and critical thinking, and the process of learning music can develop a complete personality. Therefore, great achievements have been made.
Third, Orff music education in Germany
Orff's music education system was founded by German composer carl orff (1895- 1982). Orff's music education advocates the idea of elemental music. In his view, elemental music is not just a single music, but a whole art that integrates music, dance and language. Through these overall artistic activities, plus drums, wooden pestles, wooden blocks and clocks, children learned the music structure and how to keep the same beat. This approach is a team experience. Children learn to participate in team work by singing, playing games, rhyming and dancing.
The most prominent and important item in Orff's system is the principle of improvisation. Orff believes that improvisation is the oldest and most natural musical expression and the most direct emotional expression. Orff's teaching activities develop children's musical experience and try to create music through their active participation and singing practice.
Orff emphasized that music education should pay attention to the influence of the creative process on people and the feelings and experiences brought by aesthetic experience. This is the difference from professional music education. There is no right or wrong in music creation activities, but they can experience the joy of discovery and exploration, the joy of success, express their originality and personality, and enrich their experiences. In the study of creative activities, we also found that children who can freely express themselves and fully vent their emotions are easy to get rid of psychological tension and gain emotional freedom and adaptability to the environment. This will bring them lifelong happiness, self-confidence and success. This is also the most valuable inspiration from the music creation activities of Kodaly and Orff.
Orff's elemental thought makes music really return to the pursuit of human nature. Orff's hometown is Germany, so many teaching activities are based on his hometown language, nursery rhymes, proverbs and folk songs and dances. He suggested that every different ethnic group and region should adopt this method. It seems that both of them attach great importance to the use of folk music. At present, many kindergartens in China adopt Orff music teaching.