When you teach me how to sing a song

Answer 1

The following are some key points about teaching singing:
1. ** Rhythm and beat **
- When teaching the simplified musical score, the students should sing the score and beat the beat at the same time. You can use your feet or hands to hit the racket. The movements are up and down. If you hit it down, it's the front beat. If you hit it up, it's the back beat. Each beat is hit down and up (sub-beat). This would help him understand the concept of half-beat, and it would be easier to master rhythms such as dotted, syncopated, and weak. It is not recommended to sing the split beat as the number of beats at the beginning to avoid confusion with the real number of beats of the music, and it is not suitable for long notes. The correct way was to look at the score, sing the score with your mouth, clap with your feet, play with your hands, and listen to the music with your ears.
2. ** Sing the beat number **
- For notes that exceed one beat, the number of beats must be sung. For example, he would sing Do 2 if it was a 2-beat Do, Do 2 3 if it was a 3-beat Do, and so on. This way, no matter how long the notes were, it was easy to distinguish them. It was also suitable for complex rhythms such as dotted rhythms. Like the previous dotted rhythm 1. 1 could be sung as Do 2Do, and combined with the bottom-up style of the beat, one could better understand the dotted rhythm.
3. ** Add all kinds of marks **
- When you sing, you have to add all kinds of marks from the score. It was not just about singing notes and rhythms. For example, the skipping should be sung shorter, the accent should be sung stronger, and the legato should be sung coherently. For pianos and wind instruments, breathing also had to be sung, because singing required breathing, and for pianos, breathing was the handle.
4. ** Teaching the basic elements of numbered musical scores **
- It was necessary to teach the students the basic knowledge of musical notation, including notes, beats, keys, and so on. For example, the o in the upper left corner of the simplified musical score was equal to a rise, the f represented a song in the f-rise tone, and the pound sign represented a sharp (raised half tone); the dot below the number represented the bass area; the note below the number was an eighth note (the time value was half of a quarter note), and the two lines were sixteenth notes; the two sixteenth notes combined were one and a half beats; the vertical bars in the number were bar lines used to separate the bars; the arcs were legato lines (different notes were called round lines, indicating the effect of one word and multiple notes), and so on. For example, the speed indicator, with sixty as the standard, meant one beat per second. If the indicator was fifty-eight, it meant that there were fifty-eight beats per minute. Reading from the bottom up, for example, four beats. The four at the bottom meant that the quarter notes of the simplified musical score were one beat, and the four at the top meant that each measure had four beats.
5. ** Combining specific songs to teach singing **
- He could choose songs that people were familiar with and teach them to sing, just like how he did in "A Course on Appreciation of Numbered Musical Songs: Interpretation of 500 Chinese and Foreign Songs." In the process of teaching singing, the elements of the simplified musical notation in the song were explained and analyzed in detail, including notes, beats, rhythms, etc., so that the learner could better understand the expressiveness of music. For example, when teaching the simplified musical notation of Green Flower in the Army,"1232, 323, 23176--1232, 56, 35, 3336, 67653", the students would be asked to sing while beating the beat according to the above teaching points. They would be asked to sing the beat number and pay attention to the various marks (if there were any) that might exist in it.
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