Singing Breathing Techniques in 2nd-Grade Primary School Music: A Study Using “The Sea”

Abstract

Under the guidance of the new curriculum standards, teachers should facilitate second-grade students’ music learning by enabling them to engage with and experience music more effectively during class. Singing constitutes a vital component of the curriculum at this academic stage, allowing students to experience the aesthetic value of music through active participation in singing activities. However, when second-grade students perform and sing songs they are more proficient in, they tend to express the music by shouting. When a teacher advises controlling the volume, students may inadvertently breathe too shallowly. This can lead to shorter note durations and a lack of coherence in phrasing, thereby hindering the ability to fully express the music and personally experience its beauty. Therefore, this article selects the piece “The Sea” from the second-grade lower-semester curriculum as an example for analysis. It integrates the teaching of singing respiration into the second-grade music classroom and applies it to this work, thereby enhancing students’ musical aesthetic sensibility and expressive capabilities, enabling a more profound interpretation of the piece, and allowing students to derive joy from their musical experiences.