Graduation thesis related to pop music

Pop music has been showing great vitality since it came into being in the second half of the19th century. Although it came into being late, it developed with art music, folk music and other music types and became one of the mainstream music in today's society. The following is my graduation thesis on pop music for your reference.

Model essay on pop music: Discussion on the organic combination of pop music and music teaching [Abstract] Whether pop music can be introduced into music classroom has always been a topic of great concern. The author believes that the advantages of inviting pop music into middle school music classes outweigh the disadvantages. Music teachers shoulder the responsibility of guiding students to learn, distinguish and appreciate pop music correctly, so as to give full play to the aesthetic function of music, improve students' aesthetic ability and let students enjoy the fun of music.

[Keywords:] pop music classroom learning identification and guidance

"Teacher, can we listen to some pop music in class?" "Teacher, teach us to sing two popular songs in the next class!" "Teacher hellip& amphellip" is a middle school music teacher. In recent years, every time before and after class, there are always many students around me who ask for this. Looking at the children's eager eyes, I always think of their listless and sleepy expressions when learning music textbooks in class. Students' enthusiasm for pop music is in sharp contrast to their indifference to traditional music (music selected in textbooks). This phenomenon deserves our deep thought.

"Music Curriculum Standards" points out that the purpose of music education is by no means to train students to become musicians, but to guide students into music through various channels, actively participate in various music activities, stimulate students' interest in learning music in various activities, and gradually develop students' good habits of enjoying music and their desire to love and learn music for life. However, music lessons, which have always been regarded as an active and relaxed classroom atmosphere and the cultivation of students' moral sentiments, are less and less full of youth. What's the reason?

Looking through the textbooks, we can find that no matter which publishing house's middle school music textbooks are based on the concept of music knowledge, most of the selected music works are artistic songs or classical music with profound ideological connotations, and almost no pop music is involved. This is divorced from the students' real life and music situation. If you only study the content of the textbook, it is difficult to improve students' interest in learning, and it is easy for them to get bored or even bored. This is contrary to the goal proposed by the new curriculum standard. In my opinion, if pop music is properly introduced into the classroom according to the musical aesthetic psychological characteristics of middle school students, it will not only enrich the teaching content of music classroom, but also help to shorten the psychological distance between teachers and students, make students more interested in music lessons, constantly improve their confidence in learning music and their musical aesthetic ability, and enjoy the infinite fun given by music art.

Then, under the premise of implementing the new curriculum concept of "music education should be driven by hobbies", how to combine pop songs with music classroom teaching?

First, a correct understanding of pop music

Pop music refers to instrumental music and songs that are short in structure, popular in content, lively in form and sincere in emotion, and are loved by the masses and widely sung or appreciated. These music and songs are rooted in the fertile soil of public life, so they are also called "pop music". Because the carrier of pop music mostly appears in the form of songs, "pop songs" often become synonymous with "pop music".

Second, the correct choice of pop music

With the rapid development of pop songs and a wide range of tracks, there will naturally be good and bad, but it cannot be completely denied. In this world of music and songs, there are also many excellent and healthy works, so it is irresponsible and negative to keep them out of the classroom. It is necessary for music teachers to introduce the good works of pop songs into the classroom, shoulder the responsibility of improving students' aesthetic interest in pop songs according to the situation, and strive to minimize the possible negative impact of pop songs on middle school students. Instead of letting students "come to the net" without thinking, it is better to introduce pop songs into the classroom generously, and introduce those works that are healthy and progressive, suitable for students' age and physical and mental development characteristics, and have certain artistic quality to them, so that they can have a better understanding of pop songs, distinguish the advantages and disadvantages of songs, improve their aesthetic and discriminating ability, and form a correct aesthetic concept.

Third, learn pop music correctly.

Learning pop songs should be suitable for students' singing ability, and the difficulty of songs should be moderate. Choosing songs with wide range, low pitch, easy to write and sing is more likely to cause students to sing; Learning pop songs should pay attention to artistry and education, so that students can understand art from music and music from art and cultivate students' correct aesthetic values; The teaching of learning pop music should reflect aesthetics, and we should fully consider whether song music can enhance students' understanding of music and cultivate students' sentiment from the aspects of conception, situation, melody, orchestration and accompaniment, so as to cultivate students' aesthetic ability in subtle teaching.

However, pop music is not the mainstream of classroom teaching after all, and it can't really replace the status of national music and western classical music. Moreover, the artistry of most songs is relatively thin and can't stand the scrutiny and test of time. This requires music teachers to grasp the scale and not deviate from the basic requirements of popularizing music teaching and improving students' music quality.

Music teachers have an unshirkable guiding responsibility to introduce pop music into the classroom and let pop songs ring in the classroom. Teachers should be competent and qualified music guides, guide students to choose active and healthy pop songs, and at the same time pay attention to improving students' cultural and artistic literacy, broaden students' horizons, train students to practice a pair of "golden eyes" in the vast ocean of music, constantly improve their aesthetic taste in music, and fully enjoy the fun brought by wonderful music.

[References]

1. (English) Translation of Cambridge Illustrated Music Guide by Stanley Sadie Meng Xianfu (Shandong Pictorial Publishing House)

2. Tao Xin Pop Music Handbook (Shanghai Music Publishing House)

Pop Music Model II: My Opinion on Bringing Pop Music into Music Classroom Effectively Abstract: Bringing Pop Music into Middle School Music Classroom is an urgent need of middle school music education and an inevitable trend of middle school music teaching. Music teachers should correctly guide students to appreciate and learn to sing pop songs. We should explore the classical elements in pop music, enrich music classroom teaching, and constantly enhance students' interest in learning music; We should selectively let students enjoy and learn to sing pop songs, and constantly increase the "popular elements" and "healthy elements" in music teaching; Pay attention to the proportion of pop music and traditional classical music, and highlight the teaching focus.

Keywords: selective health elements in pop music teaching

The advantage of pop music is that the lyrics are easy to understand and the tunes are catchy. Since the mid-1990s, the audience of pop music has rapidly become younger. Nowadays, there is no middle school student who doesn't like pop music, and some are even crazy. Faced with this situation, as a middle school music teacher, the author thinks that it is an urgent need and an inevitable trend for middle school music education to bring pop music into middle school music classroom reasonably. Objectively speaking, the content and style of some popular songs are not suitable for middle school students and will have a negative impact on their outlook on life. The purpose of introducing pop music into the classroom is to strengthen the correct guidance of pop music, help students analyze pop songs carefully, and guide them to enjoy and learn to sing pop songs selectively under the correct guidance of music teachers. Specifically, the author has the following superficial views.

First, explore the classical elements in pop music and enrich music classroom teaching.

At present, there is a common phenomenon in middle school music education: students like music, but they don't like the music in music textbooks, but they especially love those familiar pop songs. In fact, many popular music now uses the theme of classical music, so when we teach students, we can seize this feature and properly extract the classical music related to it for everyone to learn, appreciate and improve. This teaching form should be better than simply learning classical music.

For example, in a music class, the author taught students "the personal style of music works", and the contents listed in the textbook were Mozart and his 40th symphony. When the author just introduced the composer and prepared to let the students listen to the music completely first, there was a burst of "alas & ah; Middot & middot & middot Alas, middot & middot & middot ""It's so boring &; Middot& ampmiddot& ampmiddot "sound. So the author had a brainwave and said, "Students, everyone is familiar with the theme of the music we are learning today. Because the music theme of this work is used in popular music that everyone is very familiar with. What kind of pop music is this? In order to make everyone more aware of the origin of this music, please follow the teacher's ideas. First listen to the teacher's audition for the first theme of music. " When I haven't finished singing the theme of music for a while, the discussion has been chattering below.

Some students said it was the music of "Don't Want to Grow Up", while others said it was an episode of Korean drama "My Girl". The atmosphere is very warm. I fully grasped the favorable opportunity of students' high spirits and spirits, and took the opportunity to introduce Mozart's Fortieth Symphony, so that students can analyze and compare the similarities and differences between works and pop music in a comparative way. Students actively think and have a heated discussion, and come to the conclusion that Mozart's works have the same melody as those two popular music, but there are obvious differences in emotion, and make a concrete analysis. In this way, a class ended in a happy and harmonious atmosphere, which achieved the teaching purpose well. More importantly, it has narrowed the distance between students and music teachers, enhanced students' strong interest in learning music, and further mobilized students' enthusiasm for music lessons.

Second, selectively let students enjoy and learn to sing pop songs.

At present, some pop music has begun to appear in our music textbooks, especially in junior high school textbooks. However, before the music in the textbook is distributed to students, it takes some time to sort out, finalize and publish, and the textbook cannot be rearranged every year. Therefore, pop music in textbooks is somewhat backward, even backward. Students generally feel that the music in the book does not conform to the characteristics of the times, so there is an embarrassing scene in which students prefer singing to songs in music class. But we must realize that what is popular is not necessarily good.

The development of pop music is mixed. Not all pop music and songs are suitable for students and music teaching. When the author's school is screening programs for the annual art exhibition, karaoke or life education exhibition week, many students prefer love after death, love trading and other love songs. Thus, it is an important duty for music teachers to introduce pop music into the classroom, that is, to choose some music that is in line with the times and the music in music textbooks for students to enjoy or learn to sing, such as "Welcome to Beijing" sung by stars before the Beijing Olympic Games, 5&; After the middot 12 Wenchuan earthquake, Jackie Chan sang "Life and Death Field" and so on. There are also some songs that are beneficial to students' physical and mental health development, such as Cang Tianshuo's Friends, Sun Nan's Red Flag Fluttering, Chen Hong's Visit Home Often, Au Yeung Fei's Grateful Heart and so on. , and constantly increase the "popular elements" and "healthy elements" in music teaching.

In a word, actively introducing pop music into music teaching is an effective measure to adapt to teaching and learning. At the same time, we should pay attention to the "healthy choice" of pop music and songs to avoid making students listen to good and evil, and "take the essence and discard the dross". As long as they are healthy and active, students can contact, understand and learn. It is much better for students to selectively appreciate and learn to sing pop music and songs under the guidance of music teachers than to avoid or forcibly stop them.

Third, pay attention to the ratio of pop music to traditional classical music.

Introducing pop music into music teaching is only a means, not an end. When the author is engaged in music teaching, in addition to using pop music to bring classical music and selectively adding pop music to enjoy and learn to sing in class, every music class will also set aside a little time for students to listen to the pop music selected and prepared by the teacher, which greatly improves students' interest in learning music and effectively regulates the discipline of music class.

However, it should be noted that when setting aside time for students to enjoy pop music and songs, we must pay attention to the grasp of time. Don't let students spend more time listening to pop music in music class than we do. Such teaching is meaningless. What needs to be clear is that we bring pop music into the music class in order to let students learn and understand traditional and classic music better, instead of usurping the role of the host and spending the whole class or most of the time listening to pop music and songs.

If you put the cart before the horse, anyone can take such a music class. Where do you need a professional music teacher? Where do students need to receive aesthetic education of what major? So we must seize the time to play pop music and songs. The author usually only leaves a few minutes for students to listen to popular music suitable for them in music class, and the effect is very good.

To sum up, music teachers should give full play to their subjective initiative and bring pop music into middle school music classes properly and reasonably, which will play a positive role in the popularization of music classes and the overall improvement of students' quality. Music is the art of beauty, and music teachers are the disseminators of beauty. Let our music teachers use all effective means to lead students into the hall of music and feel the beauty in a relaxed and lively music atmosphere!

Fan Wensan: Activating High School Music Classroom with Pop Music Appreciation Abstract: Art needs a hundred schools of thought to contend and a hundred flowers to blossom. It is an inevitable trend of high school music teaching to introduce pop music and other music appreciation into classroom teaching, broaden teaching resources, reorganize teaching content and cultivate students' interest in music lessons and artistic aesthetic ability. The new curriculum standard puts forward many suggestions for teachers in the concept, content, methods, means and evaluation system of music education in order to adapt to the development of quality education. Under the guidance of the new curriculum standards, combined with reality, improve students' aesthetic taste and cultivate good humanistic quality, so as to really let students learn music, love music, choose music and enjoy music.

Keywords: pop music appreciation high school music classroom

High school students' enthusiasm for pop music is an unavoidable objective reality, and we must face up to this phenomenon. Einstein said: Love is the best teacher. The new High School Music Curriculum Standard points out: "Paying attention to and attaching importance to students' interest in music and developing students' interests and hobbies are not only the important foundation and basic motivation for music learning, but also the fundamental guarantee for students' sustainable development in music and lifelong love for music. "Curriculum standards also put forward:" We should experience, learn, understand and respect other music cultures in the world with a broad vision, and through music teaching, enable students to establish equal multicultural values, so that we can enjoy all the outstanding achievements of human civilization. "Faced with such a scientific and inclusive guiding ideology, what the majority of music teachers need to do is to use their brains to choose popular music works that students like, which are healthy, excellent and popular, and organically combine them with classroom teaching to guide students, so as to achieve the teaching purpose of activating music classrooms and enhancing aesthetic taste.

First, combine students' interests and guide them to appreciate special topics.

In the new curriculum reform textbook, pop music and pop music are set as an independent chapter. In this way, in the high school music appreciation class, teachers can design three or four class hours to guide students to appreciate a special topic. Facing the high school students who have a wide range of knowledge, keep up with fashion and have a strong thirst for knowledge, simply listening to a few songs and pieces of music obviously cannot meet their appreciation needs. The author thinks that we can choose excellent music works, combine the reality and students' interests, and guide students to study and appreciate deeply. For example, the following is a teaching example of the author.

This class is arranged after enjoying jazz, and the students have already learned something about this kind of popular music with unique melody and rhythm characteristics created by African Americans. Therefore, the author decided to "strike while the iron is hot" so that students can continue to feel other styles of pop music that also originated in the United States.

At the beginning of the course, the author first played a song by Jay Chou, which immediately ignited the enthusiasm of the students and many people sang along. At the end of the song, the author asked, "What style does Jay Chou's song belong to?" "R & ampb", "hip-hop" and "rap", the students said these words. The author then asked, "These words are familiar to everyone, so what do they mean?" This question froze the students at once. So I explained these musical terms one by one and showed their melodic rhythm characteristics. Then, while listening to the song, the students summed up R &；; B style characteristics.

Later, I chose a song of "Backstreet Boys" of the American group for students to compare and appreciate, and find out two R&B similarities and differences of the song. Through discussion and analysis, the students come to the conclusion that because of R&; B music originated in the United States, so the style of songs is richer and more distinctive, while Jay Chou and others' Chinese pop songs draw lessons from American R&; B style, but not completely copied, incorporates some elements of China music, such as melody, accompaniment, lyrics and so on, which is more suitable for China people's appreciation. So the songs of Jay Chou and others can be called R&B style songs.

This lesson takes Jay Chou songs sought after by today's students as the starting point, so that students can understand and feel R & ampb music style. At the same time, I hope to guide students to understand what they like and make an objective evaluation of music on the basis of understanding.

From a practical point of view, such classes are very popular with high school students. Just like after class, a classmate said, "I finally understand what I like." I just liked it before and couldn't speak; " Now that I know the relevant knowledge, I feel that I am no longer so blind. "It can be seen that the theme appreciation of pop music is very necessary. This kind of classroom can not only let students appreciate their favorite works and impart relevant music knowledge, but more importantly, it can guide students to enjoy them beneficially, cultivate their healthy and positive aesthetic taste, and let them make their own objective and rational evaluation in the face of the complicated pop music world.

Experts believe that in the whole high school music appreciation study, the thematic appreciation of pop music can be set in parallel with the appreciation of classical music, folk music and other music types, accounting for about 1/4. Some topics can be adjusted and updated at any time according to the reality of pop music, which not only conforms to the characteristics of the times of pop music, but also conforms to the interests and concerns of students in different periods.

Second, with the help of auxiliary appreciation, broaden students' appreciation horizons.

In addition to thematic appreciation, in other music appreciation teaching, you can also choose excellent and classic pop music works that meet the classroom theme as a supplement. On the one hand, it deepens students' impression of the teaching content, on the other hand, it broadens their appreciation horizons, allows them to feel the content from different angles and mediates the classroom atmosphere.

For example, the textbook "Song of Life" can not only enjoy classical music and folk music in class, but also play Michael Jackson's "earth song" MV to students with the theme. Profound content, infectious singing and thought-provoking pictures will bring students another moral education goal of shocking, deepening protection and cherishing life. Another example is Liszt's piano music "Zhong", which is a classical music work. In order to strengthen students' impression of music, after a series of listening and analysis, students can play a Hong Kong singer's I Can't Sing, because the accompaniment of this popular song is adapted from The Bell. While enjoying, students not only strengthen their memory of the theme of classical piano music, but also understand that music has no boundaries. Similarly, in the teaching of appreciating China traditional opera music, interspersed appreciation of Liu Huan's "Hu Xueyan Theme Song" will also have a good teaching effect and function.

This auxiliary appreciation of pop music can be used in many appreciation subjects. It should be noted that the pop music works here appear as supplementary and additional content, with the purpose of presenting the teaching theme in another way and enriching the teaching content. The author believes that we must choose the works that are most closely related to classroom teaching, and choose the best among the best, so as to add icing on the cake and sublimate the theme.

Whether it is subject appreciation or auxiliary appreciation, teachers should carefully select pop music works with perfect unity of ideology and artistry to enrich teaching based on teaching materials and taking new curriculum standards as the criterion. Guide students to correctly understand, accurately identify and rationally treat pop music, treat all kinds of music types with an open and inclusive attitude, and feel the truth, goodness and beauty in music.

Art needs a hundred schools of thought to contend and a hundred flowers to blossom. Introducing pop music into classroom teaching, broadening teaching resources, reorganizing teaching content and cultivating students' interest in music lessons and artistic aesthetic ability are the inevitable trends of music teaching in senior high schools. The new curriculum standard puts forward many suggestions for teachers in the concept, content, methods, means and evaluation system of music education in order to adapt to the development of quality education. Under the guidance of the new curriculum standards, combined with reality, improve students' aesthetic taste and cultivate good humanistic quality, so as to truly enable students to learn music, love music, choose music and enjoy music.

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