The following is the lesson plan content of the sixth unit "Winter Journey" in the ninth grade music volume of the People's Education Press published by me. Everyone is welcome to browse and read. For more relevant information, please pay attention to the lesson plan column. Analysis of the lesson plan "Winter Journey" in the sixth unit of the ninth-grade music volume of the People's Education Press edition

Unit topic name

Winter Journey

Unit teaching content

p>

1. Singing: "Walking in the Snow to Seek Plum Blossoms".

2. Appreciation:

(1) Chinese works: the song "I Love You, Snow in Saibei" and the instrumental music "Song of Snow".

(2) Foreign works: instrumental music "November? Sleigh".

3. Performance: Play "Jingle Bells" and "The Bodhi Tree" on the recorder.

4. Music and related culture: poem recitation "Qinyuan Spring Snow" with music.

Unit teaching objectives

1. Learn to sing the song "Walking in the Snow to Seek Plum Blossoms" briskly and lively.

2. Appreciate four works and feel the musical styles of different works that describe winter scenery and express feelings, as well as their musical expression elements.

Unit teaching is important and difficult

Teaching focus:

1. Sing the song "Walking in the Snow to Seek Plum Blossoms" accurately with childlike emotions.

2. Experience the musical mood of "Song of Snow" and the application of musical expression elements in the work.

3. Experience the musical mood of "Sleigh" and the application of musical expression elements in the work.

Teaching difficulties:

1. Combine the correct breathing method and emotional preparation to sing the weak beat attack and big jump intervals well.

2. Understand the musical emotions of the instrumental music "Song of Snow" and "November Sleigh", identify the timbre of the instrument, and analyze the use of musical elements.

Unit teaching methods

Listening and singing method, teaching method, appreciation method, demonstration method, multimedia intuitive teaching method, comparison method, and imitation method. Section 1

Teaching objectives

1. Learn to sing the two-part song "Walking in the Snow to Seek Plum Blossoms".

2. "I Love You, Snow in Saibei" experience the natural beauty expressed in the song.

Teaching is important and difficult

Teaching focus:

1. Learn to sing the song "Walking in the Snow to Seek Plum Blossoms"

2. Student experience Sing the legato and skip notes accurately and recite the song "Walking in the Snow to Seek Plum Blossoms".

3. Sing the two-part song "Walking in the Snow to Seek Plum Blossoms" harmoniously.

Teaching difficulties:

Expression of the artistic conception of the song

1. Teaching introduction

1. Play the winter snow scene "Snowflakes Flying" video, Arouse students' attention to this lesson.

2. Teacher-student conversation.

Teacher: What kind of snow-related scenes can we think of in the pictures of winter snow scenes that we saw earlier?

Students: Snowball fights, skating, riding ice cars, white Christmas etc.

Teacher: This is the life that students can now come into contact with. Snow brings us rich associations and happiness. Please use words to describe the beauty of nature after snow.

Students: Snow-capped, silver-covered, silver-white world

2. Appreciate the song "I Love You, Snow in Saibei"

1. Teacher Activity: The teacher introduces the creative background and composer Liu Xijin of the work "I Love You, Snow in Saibei".

2. Enjoy the audio of "I Love You, Snow in Saibei".

Student activities: Students listen to and think about the emotions of music.

Students answered: beautiful, lyrical, praising, loving.

The teacher asked: What musical elements determine such musical emotions? What are the categories and timbres of human voices?

Student activities: Listen to "I Love You, Saibei" "Snow" audio.

3. Teachers and students ***analyze the image characteristics and singing characteristics of music together.

The image characteristics of music: personification. Capture the combination of emotion and scenery to shape the beauty of nature.

4. Analysis of teachers’ evaluation of students.

3. Song Learning

(1) Appreciate and learn to sing the song "Walking in the Snow to Seek Plum Blossoms"

1. Feel the emotion of the song.

Teacher’s introduction: Now let’s invite the students to enjoy the song “Walking in the Snow to Seek Plum Blossoms” from the 1930s, and experience the characters in the song’s beautiful feelings about nature after snow.

Teacher activity: Listen to the audio of the song "Walking in the Snow to Seek Plum Blossoms".

Teacher’s question: What kind of artistic conception does the song express?

Student’s answer: Contentment and truth-seeking.

2. Listen to the song again to become familiar with the melody.

Teacher’s introduction: Please look at the sample score of "Walking in the Snow to Seek Plum Blossoms" to listen to the song and hum the main melody along with the music.

3. Find the difficulties in singing songs.

(1) The weak starting beat of the fourth measure is a big jump in singing rhythm and intervals.

(2)?Good flowers are collected in bottles and offered as offerings?The coherence of this phrase.

(3) The grainy and elastic singing of jingle sounds.

4. Teachers guide students to practice singing and solve singing difficulties. The specific guidance is as follows:

(1) The teacher demonstrates the song and leads the students to tap. Beat rhythm method: Put your hands on your knees, divide the quarter note into two eighth notes on the left and right, and hit it in separate beats to solve the problem of entering the rhythm of a weak start. The word "riding" of "riding a donkey" should be sung softly. To put the accent on the word "Donkey", the teacher can use gestures to prompt and emphasize it.

(2) The teacher demonstrates the combination of songs and conductor gestures, and students imitate songs to practice to solve the performance problems of singing, dancing and connecting.

(3) Teachers use demonstration and explanation methods to help students learn how to sing with the granularity of the sound and bouncing sounds. For example, the teacher teaches that the way to pronounce the word "dingdong" is to play the word "dingdong" firmly and lightly with the tip of the tongue. The students imitate the movements to represent the crisp sound of bells echoing in the wilderness.

(4) Listen to the audio of the song "Walking in the Snow in Search of Plum Blossoms" again and analyze the intensity level of the song.

(2) Song Learning of "Walking in the Snow in Search of Plum Blossoms"

1. Teacher's request: Listen carefully to this version. What is the difference in singing form between the work and the version we sing? ? Listen to the audio of the chorus "Walking in the Snow in Search of Plum Blossoms", and answer after listening: The one we learned to sing is the chorus version, and the second version is the two-part chorus version.

2. Students practice two-part singing

The teacher divides the students into two parts. First, the low part simulates the sound of a bell and uses the sound to find and simulate the texture of the singing bell. , so that the sound has a metallic timbre.

Then in the high voice part, the teacher sings with the teacher or asks students with strong singing ability to lead the singing. In the low voice part, the teacher uses the piano to lead the students to sing along with the piano.

3. Student activities: students practice singing two parts.

4. The two parts sing together, striving to have a unified timbre and clear harmony.

5. Student activities: students sight-singing scores.

6. The teacher guides the students to analyze the mode and musical structure of the work: two sections of major mode.

7. Enjoy the animation "Walking in the Snow in Search of Plum Blossoms".

(3) Arrange percussion accompaniment for songs

1. Student activities: Students sing and arrange percussion instruments for songs. (For example: double horn and triangle)

Suggestion: The double horn is used from the beginning to the end of the music, and the accompaniment pattern is used; while the triangle only needs to be entered in two places, and the use of percussion instruments should be simple and precise, so? The word "donkey" on the horse riding a donkey strikes a triangle, and the word "flower" on the symbol of "good flowers collected in a vase to support" strikes a triangle.

2. Teacher activities: Evaluate students’ singing and percussion arrangements.

3. Student activities: Use various singing forms such as solo singing and group singing to sing "Walking in the Snow to Seek Plum Blossoms", and it will be conducted by capable students.

4. Teacher activity: After evaluating the students’ singing effect, the students sing again.

5. Student activities: deepen the artistic conception of the song.

Ask students to imagine that they are the people in the song riding on donkeys, listening leisurely to the crisp tinkling sound in the wilderness, and the attractive fragrance of wintersweet flowers, making them People are relaxed and happy, thinking and expressing their ambitions.

(4) Extended learning

Student activities: Students introduced the background information of composer Huang Zi and lyricist Liu Xue'an.

Teacher activities: Teachers evaluate and praise students’ wonderful introductions.

IV. Class Summary

In this class, we learned a lot about winter by appreciating "I Love You, Snow in Saibei" and singing "Walking in the Snow to Seek Plum Blossoms". Ask the students to sing the two-part song "Walking in the Snow in Search of Plum Blossoms" together after class, and collect more songs that express winter. Section 2

Teaching objectives

1. Review and sing "Walking in the Snow to Seek Plum Blossoms" and feel the light and lively artistic conception of the song.

2. Appreciate "Song of Snow" and experience the beautiful emotions expressed in the music.

3. Experience how music expresses the beautiful nature.

Teaching is important and difficult

1. Listen to and identify the timbre of the main instrument in "Song of Snow".

2. Cognition of the musical structure of "Song of Snow".

Teaching process

1. Introduction and review

1. Teacher’s introduction: Hello everyone, we have learned the song "Walking in the Snow to Seek Plum Blossoms" in the last class , today we will first review and sing this song. Please pay attention to how the artistic conception of the song should be expressed.

2. Student activities: Ask one student to sing "Walking in the Snow to Seek Plum Blossoms" solo, and then all the students will emotionally review the single and two-part singing of "Walking in the Snow to Seek Plum Blossoms".

3. Teacher activities: Conduct further rehearsals based on the students’ singing results, so that students can sing the songs with jumping childlike interest and childlike enthusiasm. In the rehearsal activities, the teacher's explanation and demonstration are combined with the students' continuous practice.

2. Introduction of new lessons

(1) Appreciating the instrumental music "Song of Snow"

1. Creation of new lesson scenarios.

The teacher introduced the creative background of the work "Ode to Snow". "Ode to Snow" was created based on Mao Zedong's poems and recited "Qinyuan Spring Snow".

2. The teacher plays the audio clip of "Yong Snow". Get a preliminary feel for the basic mood of the music.

3. Students listen to "Song of Snow" in its entirety and feel the emotions of the music.

(1) Students think about what the main instrument is and determines the main theme and the secondary theme.

Students: violin, flute.

(2) Listen to the main theme and sub-part theme, and model the main theme and sub-theme melody. Think about what the mood of the music is like.

The theme of the main part is beautiful and stretched; the theme of the sub-part is active and dynamic.

(3) Student activities: The teacher leads the students in Group A to do rhythm activities with the music, using the gauze as a prop for the rhythm, so that the students can dance freely to the music according to the elements of the music to present the main theme of the part. , using the speed, intensity, and melody of the music to reflect the changes in the mood of the music through movements.

The teacher played the musical works and led the students in Group B to simulate flute playing movements to appreciate the theme of the subpart.

4. Emotional analysis, listening, singing and memory of the music of the lead instrument in the main theme; analysis of listening, singing and memory of the music of the lead instrument in the secondary part.

(1) Teacher's introduction: Now let us enjoy "Song of Snow" together.

Teacher operation: The teacher plays the music "Song of Snow" and uses the music structure chart to indicate which theme the music progresses to.

(2) Student activities: Students follow the music model to sing the main theme and the sub-part theme, and further understand the musical emotions of the main theme and the sub-part theme.

(3) Students summarize the musical structure of the work and the lead instruments of each theme.

(4) Analysis results of teachers’ comments.

5. Appreciate it in full.

Listen to "Song of Snow" again to deepen your understanding of the musical instrument timbre and structure of each theme.

3. Class Summary

In this class, we learned a lot about winter by listening to the music "Song of Snow". Please ask students to collect more information about expressing winter after class. song. Section 3

Teaching objectives

1. Through reviewing singing activities, achieve the teaching purpose of reviewing the past and learning the new.

2. Combined with "November? Sleigh" appreciation, experience how music expresses the beautiful nature.

3. Appreciate the song "Bodhi Tree" and the instrumental music "Jingle Bells" and use the demonstration method to play the music to promote students' music playing learning.

Teaching is important and difficult

1. Listen and identify the musical structure of "November? Sleigh".

2. Cognition of the musical structure of "November? Sleigh".

Teaching process

1. Review session

1. Review the song "Walking in the Snow to Seek Plum Blossoms".

Teacher activities: Guide students to review the song "Walking in the Snow to Seek Plum Blossoms", first ask one student to sing solo, and then ask all students to sing "Walking in the Snow to Seek Plum Blossoms".

Teachers comment on students’ singing performance.

2. Review "Song of Snow".

Teacher activities:

(1) The teacher sings the main theme and sub-theme of the melody "Song of Snow" and asks students to listen and identify.

Student activities:

(2) After listening and identifying, students should answer the order of the main theme and the secondary theme of the melody sung by the teacher.

(3) The teacher plays the main and sub-part themes of the audio "Song of Snow", and the students tell the timbre of the lead instrument.

3. The teacher comments on the students’ review results.

2. Appreciate the instrumental music "November? Sleigh"

1. Teacher's introduction: Many musicians in the world have written a large number of musical works related to snow. Now please Classmates, tell me which composers you know have written music related to snow?

Students answered: "Snowflakes", "Jingle Bells" and "Edelweiss".

2. Everyone knows many works related to snow, so now let’s enjoy "November Sleigh" by Russian composer Tchaikovsky.

Student activities: Students briefly describe what they know about Tchaikovsky. The teacher introduces the relevant information of "November? Sleigh".

This piece is a work by the Russian composer Tchaikovsky. This piece is also translated as "On the Carriage". There is a short story about this piece. In 1876, on a fixed day every month, Tchaikovsky’s housekeeper would remind him: Sir, it’s time to send the mail again? At this time, Tchaikovsky sat down and finished the music for that month. Writing these piano pieces became his regular musical game every month. After writing, he would put it down until the servant reminded him next month, and he would not take it to heart. Creative inspiration cannot come at any time. In June and November, when the "day to send mail" came, Tchaikovsky was empty and couldn't find the ideal way of expression, so he took two poems he had written on a daily basis. Character sketches to fill the number, this is "November? Sleigh".

3. Appreciate the music "November? Sleigh".

(1) The teacher plays "November? Sleigh" and at the same time instructs the music structure chart to guide students to listen to it completely.

Introduction + first part (three sections) + middle part + connecting part + recapitulation part

(2) Student activities. Students talk about their feelings when listening to music.

Presentation: The sled moves leisurely in the silence of the wilderness.

Expansion part: the transformation of active dance music style and perseverance and rough music mood.

Recapitulation: The sleigh rides leisurely in the silence of the wilderness.

(3)Student activities.

Listen to the presentation part of the music "November? Sleigh", students use their fingers to draw the melody line to feel the characteristics of the melody line and the emotional characteristics.

Students analyze the melody characteristics and musical mood of the presentation part:

Presentation part: The melody direction is mainly upward and circuitous, and the music situation shows a leisurely, comfortable and quiet atmosphere.

(4)Student activities.

Students listen to the expansion part of "November? Sleigh" and analyze the style and characteristics of the music in the expansion part:

Students use the index fingers of both hands to beat the music rhythm with the music on the table, using two Alternate movements of the index finger simulate the rhythm of the music. Or students can turn their chairs around and use the chairs as sleds to move their bodies along with the music and experience the emotions of the music.

Students analyze the characteristics of music style: the music in the expansion part develops from jumpy and active dance-style music to perseverance and rough music emotions; then it returns to active dance-style music and improves the range of the register. The expression makes it have the change and development of color; finally it is transformed into the change of mode, making the most vivid and interesting contrast.

(5) Students listen, sing and memorize the main melody of the presentation part.

4. Listen to "November? Sleigh" again, and ask students to use the podium or slides to guide everyone to listen to the music structure diagram.

5. Teachers evaluate students’ listening and listening effects.

3. Recorder playing

Enjoy the vocal piece Schubert's "The Linden Tree" and the instrumental piece "Jingle Bells".

The teacher plays "Jingle Bells" and the students practice, and the students teach and evaluate each other.

Students played "Jingle Bells" and improvised percussion instruments for the music.

Teachers or students demonstrate playing "Bodhi Tree", students practice, and teach and evaluate each other.

The teacher comments on the students’ performance and the effectiveness of the percussion arrangement.

IV. Class Summary

In this class, we listened to the music "November? Sleigh" and experienced how music expresses the beautiful nature. They also enjoyed the song "Bodhi Tree" and the instrumental music "Jingle Bells" which also promoted the students' music playing learning.