Summary: "Dacrox music teaching method" is one of the four major music teaching methods in the world, which is characterized by teachers improvising piano teaching and students experiencing the feeling of music with body rhythm. Dacroze teaching method is a Swiss teaching method, which integrates musicians, educators, composers, conductors, dancers and poets. Emile Jaques-Dalcroze (1865-1950) was successfully experimented in Geneva Conservatory of Music on 1905 and made public.

Its teaching methods are: 1 Rhythm teaching II. Listening training III. Improvise 1. Rhythm teaching: This is to express the response to music rhythm through the body rather than the most natural rhythm of the body. This teaching mode is often used in rhythm, singing and swimming in our kindergartens, primary schools and lower grades. The rhythm is often represented by body movements, such as walking, running and bending. Or distinguish different notes by clapping and pedaling; Or through the regular rhythm of the game to stimulate students' ability to respond to the rhythm ... This kind of music teaching uses the sense of physical rhythm to guide the potential of learning the basic ability of music, which can be said to be the most in line with cognition and thinking. 2. Listening training: Dacrox believes that training songs to sing in the first tune is more helpful for listening or memory of music appreciation, especially for the cognition between intervals and the imitation of simple songs. It is necessary to cooperate with the rhythm of the body to achieve the musical edification of "internal listening perception". 3. Improvisation: By playing any musical instrument, students can freely play creative dance movements to guess the motivation and artistic conception of music. On the other hand, Dacromet also encourages the creation and attempt of melody and harmony. He believes that the coordination of rhythm and prosody should not be neglected.

The teaching characteristics of Dacroche teaching method;

1. Attach importance to the rhythm of children's body rhythm and music teaching.

2. Dance and rhythm are the main activities of music teaching.

3. Textbooks should be drawn from natural rhythm materials, which is the most natural feeling of children's music learning.

4. Attach great importance to the cultivation of children's sense of "vision" and "hearing".

5. Improvised dance performance can promote children's expressive ability.

6. Music teaching should be based on rhythm teaching.

Second, Zoltan Kodaly's teaching methods:

Content abstract: According to Zoltan Kodaly, he thinks human voice is the best teaching tool. Singing must be unaccompanied, just like traditional national singing. From this point of view, as long as there are well-trained teachers and complete teaching materials, the implementation of music teaching can be carried out in towns and even the most remote areas; Moreover, its teaching objects, from two-year-old children to adults, can learn music by singing, which can be said to be the most ideal national music education.

Zoltan Kodaly's teaching method can take singing teaching method as its teaching purpose, and it advocates that all musical activities are:

1. Singing teaching, 2. Teaching with rhythm, 3. Solfeggio and song practice, 4. Sign language teaching.

1. Singing teaching in early childhood begins with imitating singing, with nursery rhymes, folk songs and life proverbs as the theme, and begins with a small interval of three degrees, and the range is mainly five tones. Choose appropriate teaching materials to cooperate with the implementation of teaching, and adopt a step-by-step teaching method, from two bars to four bars, and then expand to phrases from eight to twelve bars. Each class is based on the principle of 20 minutes.

2. The coordinated teaching of rhythm (1) begins with feeling the fast and slow rhythm, listening to the teacher's rhythm demonstration and imitating it by yourself, and implementing it by clapping or stepping. (2) The rhythm teaching is implemented by reading aloud the rhythm syllables. (3) Songs are used to match the game movements, especially to give children the opportunity to create designs to match the dance movements of singing.

3. Solfeggio and Song Practice Zoltan Kodaly's songs and solfeggio have a series of teaching materials, most of which are based on folk songs, and suitable teaching materials are given according to the students' level. Solfeggio training is mostly practiced by singing the first song; Song practice is mainly based on two-part chorus, mostly folk songs, with five tones, and the rhythm is difficult, which is suitable for people with higher ability to practice solfeggio and songs.

4. Sign Language Teaching Zoltan Kodaly uses John Skur's sign language to assist solfeggio teaching. The main feature is to use visual and sign language movements to deepen children's understanding of the distance relationship between intervals in scales, so that children can feel the cadence musicality expressed by tunes when singing. Teaching characteristics of Zoltan Kodaly's teaching method: 1. Singing-oriented teaching method. 2. Traditional folk songs and children's songs are the main teaching materials. 3. Adopt the method of first tune roll call and moving to sing to implement visual spectrum education. 4. Based on pentatonic scale. 5. Quote the British John Skurwen gesture teaching method to assist solfeggio teaching and identify the concept of high and low voices. 6. Pronunciation of rhythm syllables is used to help you know the rhythm. 7. Expose children to world famous works. 8. Introduce employee training with unique lines. 9. Pay attention to the practice of listening attentively to music.

Third, Orff teaching method

The basic idea of Orff's music teaching method for children is that "feeling" is better than "understanding". In the process of growing up, children learn the basic ability of music through instinctive activities such as imitation, touch, taste and physical activities in the most natural environment, and through slow growth, they turn some subconscious experiences into concrete actions, coupled with the increasingly mature expression of language. That is, from feeling concrete concepts to language expression to reading and writing to creation.

(1) Rhythm Teaching Orff takes rhythm as the focus of music learning activities, starting with simple finger flicking, foot patting, knee patting, tongue patting or two-handed patting, starting with single beat, and introducing the rhythm mode to be learned from natural rhythm speed to fast rhythm.

(2) Singing activity teaching rhythm language is one of the basic teaching activities to enter the tune. Children use familiar spoken language, nursery rhymes, games and chanting as teaching materials for singing, from words to vocabulary and even sentences, from imitation to repeated practice, so that students can experience the feeling of music, and then understand the basic elements of music, including regular rhythm, changing rhythm, the concept of high and low pronunciation and the practice of rotating singing, and are equipped with musical instruments. The teaching and singing of songs are first driven by rhythmic language, and then extended to the practice of phrases according to the rhythm of vocabulary, coupled with the rhythm of limbs, to create dance movements and fully express the feelings and edification of music.

(3) Teaching of Rhythmic Instruments In order to improve children's interest in learning, teachers must design a set of rhythmic instruments for students to practice, and the teaching materials should be taken from their own folk songs. The practice of rhythmic instruments is accompanied by stubborn bass, which is accompanied by five tones, that is, the tonic and subordinate tones of a tune, which can move according to the tonality. Commonly used musical instruments are xylophone, lyre, flute and guitar. Improvisation is also one of the key points of teaching. At the beginning, the teacher played stubborn bass, and students were free to create tunes with the same tonality, from simple tunes to the rotation of cannons. Coupled with the accompaniment of percussion, students are very happy and have a sense of accomplishment.

Characteristics of Orff's music teaching method;

1. Take folk songs of various countries as teaching materials.

2. Take "rhythm" and "improvisation" as the teaching basis.

3. Design a comprehensive teaching mode with the rhythm of spoken language, familiar children's songs, folk songs, games and musical instruments with strong sense of rhythm.

4. Introduce and practice the initial chorus through continuous bass, cannon and stubborn bass.

5. Pay attention to the teaching mode of imitating singing and performance.

6. Use the function of clapping as the basic practice of rhythm.

7. Impromptu practice with phrases as the rhythm unit.

Fourth, Suzuki Town Teaching Method

Suzuki method can be said to be a mother tongue teaching method, which emphasizes the development of children's potential from an early age. When children are born between the ages of two and three, families begin to shape musical situations and often play some elegant songs to stimulate children's ability to feel music. At that time, mothers played a very important role, often taking their children to imitate singing, or playing simple clapping games, or swinging their bodies with the rhythm of music. At the age of three, let the children watch the game courses integrated with music. The mother should guide the children, arrange their regular practice time and arrange the practice environment. At the age of four, he officially came into contact with musical instruments. Suzuki method takes violin as the main teaching instrument, which mainly trains children's concentration and keen listening training. Every stage of practice should be repeated. In addition to the regular individual classes every week, there are also ensemble classes for one or two weeks to observe and learn from each other. Mainly to give children a sense of accomplishment, increase their self-confidence and self-motivation, and parents should constantly encourage and appreciate their children's exercise and establish a good family atmosphere. This kind of continuous practice, observation and performance continues until teenagers and even adults. Although it is not certain that everyone is a musician, everyone can play their potential and have professional standards. Teaching characteristics of Suzuki I teaching method 1. Create an environment for learning music and cultivate a good sense of music. 2. Emphasize the importance of imitation and repeated practice. 3. Pay attention to the interaction between parents and children. 4. Pay attention to the quality of timbre. 5. The correctness of playing is required. 6. Pay attention to performance or performance. 7. Pay attention to the self-study ability of self-evaluation and peer observation. 8. Encourage reciting. 9. Master the class time of 10. Pay equal attention to group lessons and individual lessons. The above four teaching methods are commonly used at present, and it is not difficult to find that they are all child-centered.