1. teaching material analysis:

"lullaby" is a famous song among the lullabies written by German composer Brahms in ancient and modern times. It's for Mrs. Farber. It's a gift for Mrs. Faber's second child. Because Mrs. Faber likes waltz-style songs, the composer changed the waltz slightly and put the accompaniment part on his right hand, resulting in a sweet melody, which is the lullaby in triple time that has been handed down to this day. The music was originally in f key, but the textbook was changed to d key. The simple theme is full of gentle and serene emotions, showing the mother's deep love. The segmentation effect of the accompaniment part forms the dynamic feeling of the cradle shaking, which sets off the stable and quiet atmosphere of the music.

Second, learner analysis:

The teaching object of this class is the students of Grade Eight. Through the music study of Grade Seven, students have a certain foundation in singing. However, due to age characteristics, life experience and other factors, students' grasp of song emotion is not in place. Therefore, teachers should guide students to sing songs with appropriate strength, speed and emotion in song teaching. Through the teaching of clarinet in the seventh grade, students have mastered the playing method of clarinet, the fingering of F key, and can play some songs in music textbooks.

Third, teaching objectives:

(1) Emotion, attitude and values

1. Experience the mood of songs and the artistic conception expressed by lullabies: the structure of songs is short, the melody is soft and sweet, and the accompaniment of songs often brings a sense of turmoil in the cradle.

2. Guide students to experience the emotions expressed in songs and feel the greatness of maternal love.

(2) process and method

1. Starting from listening, guide students to gradually master the mood and emotion of songs in the process of learning to sing, and based on this, adjust their singing speed and intensity, and sing "Lullaby" with emotion.

2. Let students sing "Lullaby" on clarinet

(3) Knowledge and skills

1. Sing "Lullaby" with emotion, and feel the music style of lullaby from the singing process

2. Play "Lullaby" on clarinet, and let some students choose different percussion instruments to accompany the songs, so as to cultivate students' creation.

3. Master the background knowledge of song creation of "Lullaby".

IV. Teaching emphases and difficulties:

(1) Teaching emphases

1. Feel the music emotion and sing songs with a coherent and soft voice.

2. Play the lullaby on the clarinet.

(2) Teaching difficulties

1. Sing "Lullaby" with emotion.

2. play lullaby with clarinet accurately.

5. Teaching process:

(1) Passion introduction

Teacher: Students, the teacher here has a photo of a classmate in our class in one hundred days. Would you like to have a look and guess who he or she is?

health: yes! (The teacher shows the photo, and the students guess)

Teacher: This lovely baby is among us in the photo, and the teacher gives everyone three chances. Ok, who can tell the teacher who this baby is in the picture?

health: (omitted)

teacher: please stand up this lovely baby in the photo and let everyone see your true colors! (The students in the photo stand up, while other students verify their ideas)

Teacher: Ah, the original you! Other students, did you guess correctly? I wonder if such a photo reminds you of your childhood? In fact, when we are all babies, the happiest thing is to fall asleep sweetly in my mother's arms, listening to her humming little songs.

The design intention is for students to recall their childhood step by step under the guidance of the teacher and enter the situation created by the teacher. It stimulates students' interest in learning, mobilizes their enthusiasm for learning, and can also better introduce new lessons.

teacher: now let's recall, what have you heard or learned in your impression? Lullaby? Can you sing for everyone?

student: (omitted)

teacher: everyone sings very well. What else? Lullaby? Yes, even the teacher has never heard of it. You are great! Today, the teacher also brought you a song? Lullaby? It was created by the German composer Brahms in 1868.

The design intention starts with the lullaby that students know, and gradually transitions to the study of new courses, which is easier for students to accept and lays the foundation for the study of new courses.

(2) Teaching and singing songs

1. Appreciating new songs

Teacher: Before learning to sing this new song, let's appreciate it first. In the process of appreciating it, we should pay attention to two questions: First, what kind of feelings does this song express? Second, in order to better express such feelings, what kind of speed and strength should be used to sing this song?

teacher's summary: affirm the students' answers first, and then summarize: this song expresses the mother's deep love for her children and her wishes and hopes for their future, so it should be sung with slow speed and weak strength.

The design intention is that students can feel the connotation of the song by enjoying it, and choose the appropriate speed, intensity and voice to sing the song according to their feelings and understanding of the song. Cultivate students' ability to analyze and process songs.

2. Learn to sing new songs

(1)1. Introduce the creation background, author and genre characteristics of "lullaby"

The lullaby, also known as lullaby, was originally sung by the mother at the cradle to make the baby fall asleep quietly, and then gradually developed into a musical genre. The lullaby has a calm, slow and beautiful tune, a warm, cordial and peaceful atmosphere, and is full of it. There are many lullabies, such as China northeast folk lullaby, Mozart lullaby, Schubert lullaby, etc. Today we are going to learn Brahms' lullaby.

(1) Learn the singing score

Teacher: Please read the textbook and learn the singing score from the teacher.

The design is intended to let students learn the singing score from the teacher, which can cultivate students' ability to read the score. At the same time, students can sightsee the singing score completely, keep the integrity of the song, and let students grasp and feel the song as a whole. At the same time, prepare for the later instrumental music teaching.

(2) song analysis

Time signature: meaning-weak bar-function rest and ventilation

Decorative sound: singing method? Function (not solved)

The design intention is that students can sing music scores purposefully under the guidance of teachers, and the learning effect is good.

Teacher: The teacher has instructed everyone how to sing the song score. Now, please join the teacher in singing the song score again. During the singing, everyone should pay attention to what the teacher just emphasized.

(piano accompaniment by the teacher, then students can sing the score completely)

3. Singing the lyrics

Teacher: After singing the score just now, everyone has a certain understanding of this song. Now let's learn it together. First, the teacher sang the song once, and the students appreciated and quickly became familiar with the two lyrics.

(Teachers accompany the piano and sing songs, and students appreciate and are familiar with the lyrics. )

The design intention is that teachers can sing songs, and students are familiar with the lyrics while enjoying them, so as to prepare for the next step of students singing the lyrics themselves.

teacher: after listening to the teacher's model singing, everyone is familiar with the lyrics. Now let's sing this song together.

(The teacher plays the piano and the students sing. In the process of singing, teachers find and correct the problems in students' singing, and finally sing completely, feel the connotation of the song and solve the problem of decorative sound. )

Design Intention Under the guidance of teachers, students gradually learn to sing "Lullaby" from the simple to the deep, and on the basis of learning songs, they naturally understand the role of decorative sounds.

4. Guide students to sing < < lullaby > > with emotion, and sing with proper intensity and speed.

design intent: on the basis that students can sing < < lullaby > > independently, the key point is to guide students to adopt? Lullaby? Speed, strength, and singing with emotion.

4. Presentation of students' learning achievements

Teacher: Very well, the teacher found that after such a long time of hard work, most students have learned this Brahms lullaby. I believe many students want to show your learning achievements in front of everyone, and now the teacher will provide you with such an opportunity. The teacher plays this song again. Everyone can sing along with the music, check where they are not good enough, and correct it. In addition, use this time to prepare, either by themselves or by several people.

(The teacher clicks on the multimedia courseware, and the students appreciate and prepare)

Teacher: As you can see, everyone was preparing seriously just now. Which student would like to show his style in front? The teacher can accompany you.

(Students show in front, accompanied by teachers)

The design is intended to provide students with an opportunity and a stage to show themselves, so that students can feel the beauty of music in practice, which not only exercises students' psychological quality, but also buys time for teachers to further understand students' learning situation and students to show.

5. The students sang the lullaby completely

Teacher: The students performed wonderfully, and the teachers were attracted by your singing. Now let's sing this song together! (Teachers accompany the piano, students sing with emotion)

(3) Instrumental music teaching

Design intention: combine singing teaching with instrumental music teaching to enrich the content of music classroom teaching.

(1) review the scale in c key.

Design intention: Combining the knowledge of clarinet playing learned before, guide students to familiarize themselves with scales, and get ready for playing "Lullaby" later.

(2) instruct students to play lullaby on clarinet.

design intent: to experience the song connotation of "lullaby" through various music performances. At the same time, in order to improve students' musical instrument playing level.

(3) Instrumental ensemble

Design intention: fully mobilize the learning enthusiasm of the whole class, arrange some students who don't take clarinet to play percussion instruments, and cultivate students' sense of unity and cooperation.

(4) class summary:

1. Teacher's question: Students: What did you learn through today's music class? (interview answer)

2. Teacher's summary: In this class, we have a certain understanding of lullaby knowledge through study and discussion. We can not only sing Brahms' lullaby with emotion, but also most students can play it on the clarinet. In a word, through the study of this lesson, we can feel that our mother's love is sincere and selfless, and knowing how to repay love can make us happier. Therefore, I hope students can learn skills well and let themselves have a skill to repay their mother's love. Let's sing Brahms's "Shake the Blue Music" again with sincere emotion and soft voice.

design intent: knowledge and skills serve to express musical emotion. Through emotional education, students can have a deeper understanding of love, cultivate their good character and inspire them to sing songs with great emotion. Music lesson plan for the eighth grade: serenade for strings in G major < P > 1. Guiding ideology: < P > The basic idea with music aesthetics as the core should run through the whole process of music teaching, and cultivate students' beautiful sentiment and sound personality in a subtle way. The study of basic knowledge and skills of music should be organically infiltrated into the aesthetic experience of music art. Music teaching should be a process in which teachers and students experience, discover, create, express and enjoy the beauty of music. In teaching, we should emphasize the emotional experience of music, and guide students to grasp the musical expression form and emotional connotation as a whole according to the aesthetic expression characteristics of music art, and understand the role of musical elements in musical expression.

second, teaching material analysis and the analysis of academic situation:

(1) teaching material analysis: This unit is an appreciation class focusing on listening. The teaching content is divided into three parts: listening, knowledge, feeling and experience activities. Let students know about chamber music and serenade in listening to music, cultivate students' good listening habits and improve their ability to feel and appreciate music.

(2) Analysis of learning situation: Students have never heard of or been exposed to chamber music before. Through the study of this unit, students can understand the concept of chamber music and analyze and distinguish it.

3. Learning objectives and difficulties:

(1) Teaching objectives:

1. Being able to feel and experience different music in music during listening, singing and music activities.

2. Be proficient in singing four theme music, and distinguish the order in which the themes appear during listening.

(2) Teaching emphasis:

Being able to actively listen, sing and participate in music activities, and feel the different musical emotions in music and the structural forms of sonatas.

(3) Teaching difficulties:

Being able to model and sing theme music skillfully and feel the inner musical elements of melody.

4. Teaching process:

1. Preparation before class

1. Collecting text and audio materials such as serenades and chamber music.

2. Play the film Mozart, which won the Oscar gold medal

2. Introduce new lessons and reveal topics.

1. The teacher introduced Mozart (1756? 1791) Austrian composer. I studied music from my father at an early age, played the clavichord in public at the age of 4, and began to compose music at the age of 5. Music prodigy? Known as.

2. Reveal the topic "Serenade of Strings in G Major"

3. Listen and feel the music.

1. Play the main theme of Serenade of Strings in G Major

.

2. Question:

A. What instrument is this played?

B. How many passages is this piece of music divided into? What's the difference between the style and mood of each passage?

3. Teacher's summary:

The main theme of the presentation department includes two pieces of music with different styles:

The beginning of the main theme is a melody with Neapolitan style:

1 = g 4/4 15 15 | 15 13 5 | 4 2 42 | 42 72 5 | ...

It uses question-and-answer technique as the basis of melody, and develops it on this basis, giving people a magnificent, powerful, smooth and lively feeling. follow