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中学生们面对自己唱过的一支丹麦民歌《丰收之歌》,却不会分析它的曲式。而曲式分析对学生全面音乐修养的提高;对日后“和声”、“作曲”的进一步学习……都密切有关和十分必要。所以,应当讲一点。下面是我的几次公开课都受好评的一种“事半功倍讲曲式”的尝试。总共只花了不到45分钟的时间,却让学生从相互对比中非但学会了具体这支歌的曲式分析,而且系统地一揽子地解决了什么是一段体;带再现与不带再现的单二段体;单三段体等等。发表出来,或可供同行参考: 一、首先我讲,假如这支丹麦民歌的“历史形成”中出现的是这种情况,那么就是上下呼应的两乐句组成的“一段体”:
Middle school students face the Danish folk song “Harvest Song” sung by themselves, but they will not analyze its music style. The music analysis of the students to improve the overall music; for the future “harmony,” “Composer” to learn ... ... are closely related and very necessary. So, let’s talk a little. Here are some of my public lessons have been acclaimed as a “more effective way of speaking” attempt. It only took less than 45 minutes to allow students to learn from each other’s comparative analysis not only the analysis of the specific song of this song but also a systematic solution to the problem of what is a body; Sec body; a single body and so on. Published, or for peer reference: First of all, I say, if this Danish folk song “historical formation” appears in this case, then it is up and down the two phrases composed of “a body”: