As the basic concept of the course, what is the specific meaning of music creation?

Music is a kind of non-semantic information, and the freedom, fuzziness and uncertainty of music provide a broad imagination and association space for people to understand and express music. The creation, performance, appreciation and other aspects of music art all reflect distinct creative consciousness, accompanied by unique creative behavior. Therefore, music is one of the most creative arts. This feature of music art makes music education show great advantages in developing children's creativity, which undoubtedly provides a good psychological basis for the cultivation of students' divergent thinking and innovative ability. Creation, the value of basic music education, has attracted wide attention of many music educators, including course experts and subject experts, and has increasingly become the knowledge of the majority of basic music educators. Therefore, if only music creation is integrated into other music teaching contents, it is impossible to give full play to the aesthetic function of music education. Only by emphasizing that music creation is an important part of music teaching in primary and secondary schools can music teaching in primary and secondary schools obtain the greatest educational benefits. Moreover, on a global scale, countries with more developed music education, world-famous music teaching methods and music educators also attach great importance to music creation teaching. In the specific creative teaching, we should pay special attention to the following issues: First, correctly handle the relationship between imitation and creation. Music creation activities of primary and middle school students often start with imitation, which is the only way to create music. Through imitation, creative learning can be carried out step by step from easy to difficult Second, distinguish the similarities and differences between improvisation and creation. Improvisation refers to a kind of music creation behavior produced by students according to their feelings at that time. It is a temporary creation that is not prepared in advance, and is often associated with improvisation. The creation or adaptation of music needs to be prepared, processed and shaped after the conception is brewed, and finally becomes a musical work. Improvisation and creation are indispensable components in music creation teaching, and they are indispensable in teaching and cannot be neglected. Third, pay attention to cultivating students' inner hearing in music creation activities, inspire students to imagine their own creative effects, describe them first, and then compare them with actual sounds, so that students' inner hearing and creative ability can be developed at the same time. Especially, while paying attention to the cultivation of students' creativity, we should also pay attention to the innovation of music education methods. To cultivate students' innovative spirit, creative music learning is needed first. Although, as a discipline, some regular things of music need to be taught to students, the special nature of music, which can only be understood but not expressed, can only be recreated by imagination. I teach you to learn, and I tell you to listen to the traditional mentoring teaching method, which runs counter to the cultivation of creative thinking and is quite different. The innovation of music education mode pursues authoritative learning mechanism and free, harmonious and two-way communication teaching atmosphere. Teachers and students exchange aesthetic information through music, and establish a teacher-student relationship of equality and mutual assistance. There is no authority and compulsion of intellectual education and moral education, and both teaching and learning are completely equal. Music teachers should dare to jump out of the traditional role, and "teachers" should be "teaching designers", "instructors" and "collaborators" to create a relaxed and harmonious interpersonal environment for students' music learning. In music class, students can say no, strengthen the awareness of "problems", allow questions, encourage exploration, and respect students' different experiences and independent thinking about music. From a deeper level, the innovation of music education should reflect a strong sense of democracy, fully respect students' personality, and safeguard students' self-esteem and self-confidence in music learning. Basic music education is compulsory. No matter whether students have musical talent or not, they have the right to receive music education. It is the lofty responsibility of basic music education to let every student's musical potential be developed and enjoy music for life. Fourth, how to understand "promoting the integration of disciplines"? Synthesis is a basic concept of basic education. It embodies a development trend of modern education, is an extension of the discipline system to the field of learning, and is the return of elite culture to mass culture. The basic music education with the theme of aesthetic education advocates the concept of "synthesis", the fundamental essence of which is that "synthesis" is conducive to changing the one-sided generation of personality and developing to a complete and harmonious personality. The synthesis of music curriculum is based on music. Practice has proved that there are many ways to receive music education in primary and secondary schools, and the breadth and depth of receiving music education greatly affect the improvement of other literacy and the development of musical ability. Therefore, music education must have a broad vision, keep an open attitude and attach great importance to various influencing factors of music education. From the essence of art, all art is the art of mind, but their perceptual materials are different. Different art forms or different aspects of the same art form have many similarities in aesthetic implication and expression techniques. From the perspective of genetics, all kinds of arts originated from a family and are highly integrated. At the same time, there is a certain isomorphic relationship between the inherent fusion trend of this kind of art or different contents of the same art form and the law of human physical and mental development. From the psychological point of view, the psychological phenomenon of "synaesthesia" also makes it necessary and possible to integrate different arts or different contents of the same art form. On the other hand, music, as one of the most important art categories, is also closely related to a wide range of cultural fields, which makes it possible to integrate music courses with other non-art courses. For example, in various courses in primary and secondary schools, Chinese, history, geography, biology, mathematics and physical education are all related to music to some extent, which makes it possible to link music teaching with these courses. In addition, as long as music teaching can maintain an open situation and have a broader vision, then extracurricular music activities and social music education environment can become an integral part of music teaching. There are several specific methods to implement the comprehensive principle in music courses: First, fully combine all aspects of music teaching, including feeling and appreciation, performance, creation, music culture and so on. For example, music cultural knowledge can be explained in music practice activities such as creation, singing, performance and appreciation that students participate in; Many music appreciation contents can be deepened by singing and playing; We can combine singing and playing for creative teaching, and show students' creative achievements through singing and playing. Second, combine music with other art forms, including dance, drama and fine arts. For example, let students express music through dance and rhythm. The integration of music and art is a combination of hearing and vision, which can make students understand music more vividly. Third, music courses should be properly combined with other non-art courses related to music art, including Chinese and history. Music is closely related to literature, and music teaching can communicate with Chinese teaching (poetry, drama paragraphs, etc.). ); Phonetic value, rhythm and other contents can be explained in combination with the concept of quantity in mathematics class; Rhythm is related to natural phenomena, human physiological phenomena and people's movement mode, so we can communicate with knowledge of nature class when teaching; Physical education class's radio exercises and rhythmic exercises are closely related to musical rhythms and melodies, and can also be effectively combined. Some music is closely related to nationality, geography, environment, historical conditions, language and pronunciation characteristics, living customs, cultural and sports exchanges and so on. So it is not difficult to combine music class with history class and geography class.