The design concept of jubilant lesson plan 1 for large class music activities;
It is pointed out in the outline that art activities should be used to stimulate children's interest, help children experience aesthetic pleasure and creative happiness, and reflect children's self-expression awareness and creative achievements. Children are familiar with and interested in the two festivals of "Bao jiaozi" and "Eating jiaozi". The music of Happy Paradise Meal is full of enthusiasm and gives people a strong festive atmosphere, so I combine children's interests, aesthetics, creation and performance in the activity, and take "Bao Jiaozi" as the guide in the whole music appreciation activity to create a relaxed and happy learning atmosphere for children, and perceive and understand the essence and feelings of music in the performance creation of "Bao Jiaozi" to express and experience the happy mood of music.
Activity objectives:
1, stimulate children's interest in performing with their peers, and guide children to experience the cheerful and warm feelings of music.
2. Combine the atlas to perceive the essence of music and cultivate children's sensibility and expressiveness to music.
3. Make children initially perceive the three-part music structure of Aba, and try to express their understanding of music with the action of "making friends".
4. Willing to participate in music activities and experience the happiness in music activities.
5. Cultivate children's sense of musical rhythm and develop children's expressive force.
Activity preparation:
1. Teacher's material preparation: music, atlas, courseware.
2. Preparation for children's experience: Get in touch with jiaozi and learn the basic steps of jiaozi.
Activity flow:
First of all, talk about introduction.
1, teacher: "Have you ever eaten jiaozi, little friend?" "So how did jiaozi do it?"
2. The teacher shows pictures. Teacher: "first roll the dumpling skin;" Then stuffing; Finally, cook jiaozi. How many steps are there? "
Second, combine spectrum, complete appreciation and perceptual naturalness.
1, listening to music (listening to music for the first time). "Today, Teacher Qi brought a nice tune. Let's listen to it together."
Q: How does this piece of music sound? (Play, play, dance ...) "How many passages do you think this piece has?"
2. Enjoy music for the second time.
Q: Who found how many paragraphs? What do you find in the picture? There are three passages like music. )
3. Summary: There are three songs. The first paragraph and the third paragraph are the same. This structure is called ABA structure.
(Through music appreciation, combined with the atlas, let children initially perceive music and understand the structure of music. This is also the focus of this activity. Let the children enjoy the music, listen to how many passages there are in this music, and find out how many passages there are in this music in combination with the atlas, and the imaginary answer will appear, so I will guide the children to understand that this music has three passages directly on the atlas. The symbols in the first and third paragraphs are the same. This child can be found in the picture, that is, let the child know the structure of ABA trilogy, and I can let the child fully perceive it immediately. But I'm in a hurry. Let the children enjoy it again and again, and listen carefully to the music in the first and third paragraphs. What is the music like in the second paragraph? Dig deep into the essence of music. This is the key part of the activity, and the atlas is also a good auxiliary material to perceive music. After the activity, it is found that this part is not enough, which may also have some influence on the later action creation. )
Third, appreciate and feel the music, and create movements in sections.
1, Teacher: Little friend, do you know how to package jiaozi? What is the first step?
2. Enjoy the first piece of music. Let's listen to the first piece of music.
(1) I enjoyed the first song for the first time.
Q: What do you think this piece of music can do? Which part of your body do you want to roll thin?
(2) Listen to the first piece of music and do the action of rolling the dumpling skin.
3. Enjoy the second piece of music.
(1) Listen to the second piece of music and perform.
Q: What do you think this piece of music should do? Which do you want to wrap as stuffing?
(2) Listen to the second piece of music for stuffing. (make a request)
4. Enjoy the third tune.
(1) I enjoyed the third piece for the first time.
Q: Is jiaozi ready to eat? What is jiaozi doing in the pot when cooking jiaozi? Let the children show it by action.
(2) Listen to the third song and cook jiaozi.
(This part is mainly through subsection appreciation, so that children can feel subsection, and create and edit actions under the guidance of musicians. As children in the south, many children can also tell the basic steps of Bao jiaozi, which helps the creation of movements. Many children can combine their own life experience, create the action of Bao jiaozi, which originated from life and children, and "play" with the rhythm of music. But in the third piece of music, let children show jiaozi's movements in the water, only to find that the children in the south still lack certain experience and background, and can't fully imagine jiaozi cooking in the water. Some children only talk about eating and take chopsticks out to eat. Generally speaking, children create their own movements, and teachers do refining guidance. Co-creation based on children satisfies children's desire for creation and expression.
Fourth, complete performance and happy experience.
1, let's listen to the complete music to cover jiaozi. Listen to the music and do the complete Bao jiaozi action. The teacher asks questions and reviews Bao jiaozi's Trilogy.
2. The child's second full performance.
(This link is mainly to apply the actions perceived in music to music performance, so that mutual cooperation can build a performance platform for children to perform music, so that children can enjoy it in a warm and active situation and further enhance their feelings and understanding of music. Children are very willing to perform independently with music and the rhythm of music. It is still difficult to perform in pairs. When designing the lesson plan, Master and I were both considering whether the teacher should demonstrate first or the children should perform by themselves. Finally, we think that children's autonomous learning is more important, so we decided to let the children discuss it by themselves and perform independently in pairs. The teachers extracted the excellent places of the children, and after collective imitation and learning, the children performed various forms of cooperative performances. In actual activities, the teacher didn't give a concrete demonstration, but the children did it below, and the teacher and a child did it in front. Perhaps the teacher's casual performance and actions were not exaggerated and did not play a good guiding role. Therefore, the children's cooperation performance is not particularly good, fearing that time is too late. Instead of demonstrating, the teacher adopted another strategy to let the children perform independently. Instead, I found that the children were very enthusiastic and devoted, which I believe they did not experience. )
Verb (abbreviation of verb) conclusion
1, with the help of Bao jiaozi's music, our children quickly learned to Bao jiaozi, and our jiaozi was delicious! You guys are amazing!
This symphony has a very happy name "Happy".
3. Give the wrapped jiaozi to your friends!
Happy lesson plan 2 for big class music activities Activity objectives:
1, learn to play the music "Happy", get more familiar with the structure of music ABA, and feel the happy mood of music.
2. On the basis of mastering body movements, try to play percussion instruments with music teaching.
3. Being able to play musical instruments with the conductor and enjoy the happiness of collective cooperation.
Activity preparation:
1, music tape or CD, tape recorder.
2. Children's seats are arranged in horseshoe shape.
The teacher led the students on duty to put the musical instruments under the chair before class.
4. Children's percussion instruments 1 piece, specifically: tambourine, bell, round dance board and double-ring drum.
Activity flow:
First, review the songs.
The teacher who killed chickens and ducks led the children to sing "Kill chickens and ducks" with the music performance.
Second, learn to perform body movements in stages.
1, Teacher: The festival is coming. People are killing chickens and ducks, singing and dancing, showing a happy scene everywhere. Let's stretch out our hands and follow the rhythm of the teacher's singing. Let's clap our heads and shoulders together and clap our hands together!
2. The teacher sings a piece of music and guides the children to do actions with the music (such as patting their legs, shoulders, heads and hands).
3. The teacher sings a piece of music in paragraph B, leading the children to clap their hands, close their wrists and tremble rhythmically.
Third, practice body movements completely.
1, the teacher led the children to do body movements with the sound of music.
2. Children listen to music independently and perform body movements.
Fourth, children practice body movements in the voice.
1, organize children to discuss the scheme of group action, and each group clearly makes a physical action.
2. Teachers use body movements to direct the corresponding groups to do corresponding actions rhythmically.
Fifth, learn the orchestration method.
Teacher (showing four musical instruments): What is this? How to play?
2. Guide children to practice correct percussion movements.
Sixth, children practice voice with their hands empty.
Percussion teachers guide children to watch the conductor by playing musical instruments, and practice playing with their hands in different parts.
Seven, children watch the conductor play percussion instruments.
1, the teacher first guides the children to watch and command musical instruments, and then guides the children to watch and command percussion with the action of tapping instructions.
2, guide children to see the teacher's preview tips, rhythmic percussion instruments.
Happy lesson plan for big class music activity 3 Seven-degree advanced song is a Danish folk dance music. The melody is cheerful and the timbre is beautiful, which makes it easy for people to throw themselves into the cheerful atmosphere of music. Children in large classes can accurately hear the changes in timbre and rhythm. Pleasant Goat and Big Big Wolf are their favorite animated characters, with distinct personality characteristics and easy to form contrast. Therefore, I combine stories and actions to express music, which is also in line with the spirit of the outline, creating a variety of conditional perception art activities for children, so that children can boldly try to express music. And through cooperative performances, children can experience the fun of communication and cooperation with their peers and enhance emotional communication.
I. Activity objectives
1. Children can participate in music games, experience music games, express themselves boldly and experience the happy feeling of games.
2. Children can make corresponding actions (bump, stun, grab, escape, etc. According to the change of the story, it can be transformed into the expression of music and produce happy feelings.
3. Children can actively participate in activities and share with their peers. And you can interpret the music of different roles with your hands according to the music, so as to keep yourself and catch others quickly.
Second, the activity preparation
Audio, MP5, Atlas
Third, activities are both important and difficult.
Key points: children can accurately make corresponding actions according to the changes of music, and express them happily (bump, surprise, fear, dizziness, ferocity of wolves, wit of sheep).
Difficulties: Children can perform music of different roles with their hands and escape quickly.
Accurately grasp.
Fourth, the activity process
(1) import
Introduction to Music and Dance-Seven Degrees of Advanced Music
Teacher: Dear, Teacher Du is coming to play music games with you today, ok?
Yang: OK.
Teacher: Let's dance to the music (dance around the classroom and feel the music).
[In the initial process of experiencing music, half of the children can follow the music independently, and some children can only adjust their actions according to the teacher's action transformation.
The main reasons for reflection are: 1. Children have little contact with foreign music, different musical styles and different initial feelings; 2, children's learning quality needs to be gradually improved, independent performance ability needs to be exercised]
(2) Basic part
1, the story of Pleasant Goat and Big Big Big Wolf
Teacher: Honey, did you have fun just now?
Young: happy.
Teacher: What do you think of the music? Children first express their feelings about music.
Young: cheerful, interesting, fun and tired.
[Children's mastery of music vocabulary is still superficial experience, and (lesson plans) are also limited. It is necessary to introduce the style of music to children consciously in future teaching to enrich their musical experience]
2. Tell stories, do actions and understand music.
Telling stories, children learn to act one after another: fear, dizziness, scratching and running away.
One day, the Wolf and Happy Yang were walking in the village and came to a crossroads. (Accidental encounter)
1, bump, fear
Teacher: A. What's it like to run into each other?
Young man: afraid
How can you be afraid?
Find a good demonstration (with music)
C. Let's learn to follow the rhythm (xxxιxxxι)
I was scared when I hit it.
[Children have obvious fears, including shrinking their necks, hugging their chests and closing their eyes. Just because in the game, when everyone is afraid, they all make the above actions with a smile on their faces.
Reflection: If you want to improve the degree of fear, you can add facial expressions when you are afraid to guide your child to learn to behave]
2), dizziness
Teacher: What happens when you just hit your head together?
Young: pain, dizziness, stars.
Teacher: Why do you feel dizzy?
Let the children do dizzy movements and demonstrate (music)
[Vertigo, the child can turn his head around to show dizziness. It is very surprising that a child made a dazzling eye.
Reflection: Mainly children have a deep understanding of the animated images of wolves and sheep. In the future teaching, as long as children are familiar with images, teachers should fully understand and grasp the distinctive features of various images in order to effectively guide them. ]
3), grasp, escape
Teacher: What happens when the wolf comes to his senses?
Young man: Catch sheep.
Teacher: What about sheep?
Yang: Run!
Practice dizzy-catching, dizzy-fleeing movements (soundtrack)
4) Add actions to characters
How to represent wolves with your hands? How to represent sheep with hands?
Find out the good ones and learn together (wolf-five fingers open; Sheep-index finger)
Third, children perform with music.
1, solo role performance
Sheep play first.
Teacher: Shall we invite Pleasant Goat to play first?
Yang: OK (the child holds out his index finger)
Teacher: Where will the lamb run when it meets a wolf?
Teenager: escape, escape, escape, one up, one left and one right.
[The child has not fully adapted to the action of representing the sheep with his hands. The sheep runs up and down, before and after running, running up and down, running left and right.
Reflection: change the prompt language: move your lamb and think about where you can help the lamb escape. ]
Listening to music for the first time: initially feel the connection and feeling between action and music.
The second pleasure: mainly to solve dizziness, grasp several times (three times)
Grey Wolf is out.
Teacher: Now let's invite Big Wolf out, and pay attention to the fierce wolf.
Music for the third time: Children use music to do the actions of wolves.
The fourth music: the wolf and the sheep play at the same time. The children in the first row turned back into wolves, and the children in the second row turned back into sheep.
The children had a good time, but they didn't grasp the timing and method of catching sheep. Some children caught children.
Reflection: insufficient demonstration in the early stage, cooperation between wolves and sheep)
Teacher: The sheep was not caught. What is the posture?
Young: Self-expression
Teacher: What happens if the wolf doesn't catch the sheep?
Young: angry (guide children to pose the classic shape of "I will come back again". )
Music for the fifth time: change roles and do it again (pay attention to the end of the shape)
Music for the sixth time: spread out a big circle in a wide place, and let's play games.
The seventh music: two-handed role performance (wolf in left hand, sheep in right hand)
(Increased difficulty: not only to save yourself, but also to catch others. Most children are difficult to control, so there is room for practice.
Fourth, activity extension.
Teacher: Did you have fun today, children? Talk about feelings.
Young: tired, fun.
Teacher: Why don't you want the sheep to be caught?
Young: kind, cute and smart. We care about people in need.
Teacher: Do you like wolves? Why? What should I do if I meet the bad guys?
Yang: Call the police and tell the adults to fight wisely.
Children's understanding of the hidden goals of the curriculum reflects their inner pursuit and hope for truth, goodness and beauty, which helps them to form a kind personality and brave and witty qualities.
Verb (short for verb) activity is over.
Class is over, see you next time!
Happy teaching plan for big class music activities 4 Activity objectives:
1. On the basis of being familiar with the form and nature and learning dance initially, children are inspired to try to express dance with different tambourine tapping methods, and the movements are in line with the rhythm.
2. Stimulate children's desire to explore and give play to their imagination and creativity.
3. Knock and dance, and experience the cheerful mood of group dance.
Activity preparation:
Can dance, know basic dance steps (advance and retreat, step, step, small step) and charts.
Activity flow:
Feel the music and review the dance.
1. Listen to the prelude and recall the name: How do you feel?
2. Review the dance.
Teacher: Let's show the lively, cheerful and lyrical beauty of this piece of music with beautiful dance.
2. Try to use different tambourine percussion methods to express dance.
1, tambourine: How to knock? How should I shake it? (Children say a method, and the teacher instructs all children to practice a method. )
2. Show the atlas: Where is knocking and where is shaking? (Intermittent practice → complete group music practice. )
Children try to dance with tambourine.
Teacher: I'll dance. You can dance with me with a tambourine. Try to think about what the tambourine is playing and how to play it. Shake it if you do one more thing. How?
(1) The first collective attempt was to jump and knock.
(2) The second time the teacher asked questions according to the dance order.
Individual children do it, and the teacher repeats it before practicing collectively. (Key and difficult points: clap your shoulders, step forward and backward, and put your wrist over your head. )
(3) Practice the collective complete score for two or three times.
Third, the appreciation and practice of rhythm and dance.
1. Ask two teachers to perform.
2. Please invite children with strong performance skills.
3. Collective performance. (Creative imitation).