#courseware# The introductory courseware must be simulated. Courseware in science teaching not only allows students to master book knowledge, but also cultivates students' hands-on ability. Corresponding software can be used to establish a virtual laboratory on the computer. Teachers must first teach students to use these software, allowing students to make full use of the functions of the software to conduct experiments, and improve students' thinking ability and hands-on operation ability. The following is the music courseware for the first volume of seventh grade junior high school compiled and shared by None. Welcome to read and learn from it.

"Colorful Orchestra"

1. Teaching content and teaching objectives:

1. Be able to listen to music attentively and use various forms (such as gestures) , draw lines or color blocks, rhythm, etc.) to respond to the music you listen to.

2. Be able to memorize the theme music of "Youth Orchestra Guide", "Sunrise" Theme I and "Country Evening".

3. During the activities of appreciating "Sunrise" and "Country Evening", be able to use simple words to describe the scenery that comes to mind after listening to it, so that everyone can share it.

2. Teaching Focus and Difficulties

1. The focus is to understand the classification of orchestral music and feel the timbre of various instruments, appreciate the charm of orchestral music, and experience using "Sunrise" and The charm of "Country Evening".

2. The difficulty is how to guide and inspire students to use the form of "independence, cooperation, and inquiry" to feel and appreciate the beauty of music.

3. Class Type: Comprehensive Appreciation Class

4. Class Arrangement: Two Class Hours

5. Teaching Methods: Appreciation, Explanation, Discussion, Sight Reading etc.

6. Teaching process:

First lesson

(1) Organize teaching, check student attendance, and play the orchestral music "Blue Danube Waltz" 》.

(2) Passion introduction

1. Students, what music did we hear just now? What band played it?

2. Replay the orchestral music "Blue Danube Waltz". During the listening, the teacher listens to the music, and teachers and students work together to create a warm and active learning atmosphere. 3. Discussion and exchange, leading to the topic "Colorful Orchestra"

Discussion content: Who is the conductor? What band plays it? What instruments were used? This leads to the topic "Colorful Orchestra".

(3) New course part:

Introduction to orchestra and musical instruments. (Use images, text, audio and video to explain and appreciate.) Orchestral instruments are divided into four categories according to different structures and pronunciation methods: bowed string instrument group, brass instrument group, woodwind instrument group and percussion instrument group. Appreciation, A Youth Guide to Orchestraling.

1. Bowed string instrument group

Bowed string instruments are produced by vibrating strings and are the backbone of the band. They are divided into five parts: first violin, second violin, Viola, cello and double bass.

(1) Violin: beautiful tone, mellow pronunciation, and full of singing ability. The melody played by the violin is rich in expression and beautiful in image. It is an important instrument in solo, ensemble and orchestra.

Listen to an excerpt from the violin concerto "Butterfly Lovers" - the theme of love. Summarize the violin timbre as a group.

(2) Viola: slightly larger than the violin, the tone is deeper, subtle, soft, sometimes slightly sad like a mezzo-soprano.

Listen to the excerpts of viola timbre, and summarize the viola timbre as a group.

(3) Cello: It is twice as long as the viola. It has a sincere voice and is equivalent to the entire vocal range of boys. The tone is thick, graceful and full, and the treble tone is magnificent, like a majestic tenor, beautiful and moving.

Listen to "The Swan" played by the cello. Summarize the timbre characteristics of the cello.

(4) Double bass: The pronunciation is deep and powerful, like a bass, and it is the bass foundation in the band.

Listen to "Elephant". Summarize the timbre characteristics of the double bass.

(5) Harp: a large, upright, triangular plucked instrument with forty-six strings. It is mainly an accompaniment instrument, played with both hands, and the sound is as clear as water.

Listen to the music clips played by the harp. Summarize its timbre characteristics.

2. Muguan Instrument Group

(1) Clarinet, also called clarinet. Simple and beautiful, with a soft voice. It has a wider range than the oboe, and is clearer and fuller. But it is not as transparent as the flute. The bass is thick and loud, the midrange is soft and expressive, and the treble is sharp.

Appreciate the prelude of "Rhapsody in Blue" and summarize its timbre characteristics.

(2) Oboe: a high-pitched instrument with a pitch slightly lower than that of the flute. It is a good melody instrument. The timbre is nasal and reed-like, soft, clear, and full of singing. It can play beautiful, lyrical, pastoral or sad, gentle melodies.

Appreciate the excerpt of "Butterfly Lovers" - the introduction. Discuss the timbral characteristics of the oboe.

(3) The flute is a high-pitched instrument with clear and beautiful timbre and light and flexible pronunciation, just like the coloratura soprano in the band. It has a wide range and colorful timbre, and can play bright, cheerful, sad and sad tunes, especially He is good at playing brilliant, gorgeous and cheerful phrases.

Listen to the excerpt of "Butterfly Lovers" - the beginning of the introduction. Summarize the timbre of the flute.

(4) Piccolo: A woodwind instrument with a clear and sharp tone. It is very prominent in the band and can make the performance of the entire band more brilliant, powerful and bright.

Listen to the music clips played by the piccolo and summarize its timbre characteristics.

(5) Bassoon: Also called bassoon, it has many changes in timbre and is deep and strong. The bass is severe and gloomy, the midrange is gentle and sweet, and the treble is like a tenor, the most characteristic and humorous.

Listen to the music clips played by the bassoon and summarize the timbre characteristics.

3. Brass Instrument Group

(1) Trumpet: It was produced in the 16th century and developed into today’s piston trumpet in the 19th century. It has rich expressive power, brilliant and loud timbre, and is full of heroic spirit. It is suitable for playing horn and march-style melodies. It can express both the resolute and brilliant side and the soft and sweet side.

Listen to the music clips played by the trumpet and summarize its timbre characteristics.

(2) French horn: the French horn, with a soft and hard tone and full of expressiveness. It can play both soft and poetic phrases, strong and majestic passages, and can also express distant and hazy sounds. , fantasy mood, and the sound is very charming.

Listen to the excerpt of the music "The Blue Danube" played by the French horn and summarize its timbre characteristics.

(3) Trombone: also known as telescopic horn or draw tube. The timbre is solemn, beautiful, generous and powerful, suitable for expressing deep and thick emotions.

Listen to the music clips played by the trombone and summarize its timbre characteristics.

(4) Tuba: The lowest brass instrument in the orchestra. The tube is very thick, the chassis is oval, and the trumpet is large. It is more suitable for playing dark, scary, and deep short melodies or for expressing humorous and weird musical images.

Listen to the music excerpts of "Symphony from the New World" and be reminded of trombone, tuba, English wind and other musical instruments while listening.

4. Percussion instrument group

Percussion instruments are percussion instruments. There are many types, including metal, leather and wooden ones. Some can produce a fixed pitch, and some cannot. Percussion instruments in the band are mostly used to strengthen the rhythm, or create color or dramatic effects. It is relatively rare to use percussion instruments to play melody or as a solo instrument.

Drums are the most common percussion instruments, including timpani, bass drum, snare drum, snare drum and tambourine, but only timpani has a fixed pitch. In addition, there are percussion instruments such as glockenspiel, celesta, triangle, gongs, and cymbals.

(4) Listening, discussion and answering: Students will conduct listening and answering operations to score, and further understand various musical instruments.

1. Students will introduce each group of instruments in the orchestra.

2. Listen to the "Youth Orchestra Guide". Students can identify the timbres of various instruments while listening, and deepen their impression of the timbres of various instruments.

(5) Summary of this lesson.

Second class period

(1) Organize teaching and check student attendance.

(2) Passionate cut-in

1. Play the violin concerto "Butterfly Lovers" excerpts, teachers and students hum the theme together with the music, and then discuss and communicate, creating a lively and passionate atmosphere atmosphere.

2. Organize exchanges and discussions to lead to the topic "Colorful Orchestra".

(3) The reverie of beauty (guide students to appreciate, appreciate, and feel the elegance and charm of the orchestra, further understand various musical instruments, and gradually improve their listening, feeling, and appreciation abilities.)

1. Listen and review excerpts from the "Youth Orchestra Guide". Students are required to name the title of the music, the conductor, and the composer, as well as the names of the instruments and the timbre characteristics of the instruments that appear in sequence to consolidate penetration and enhance understanding.

2. Listen to the first movement of "Sunrise", "Grand Canyon"

(1) Ask students who have seen the sunrise to introduce the scene at sunrise.

(2) Listen to "Sunrise" by American composer Grofi (1892-1972).

The Grand Canyon is located in Arizona, in the southern United States. The gorge is a 1,500-meter-deep cliff. In the deep valley is the Colorado River. The author uses a magical touch to turn this natural wonder into five A colorful piece of music and painting. (Quoting the landscape pictures related to the Grand Canyon, adding text and sound to let students focus on listening to the music - imagining and associating - with pictures.)

At the beginning of "Sunrise", the timpani rolls softly, symbolizing the dawn. The chaotic night and the dewy morning light. The gradually increasing sound of drums and slowly flowing music represent the changing of the sky from dark to light at dawn, and the rising sun at dawn. The sweet sound of the flute, like the melodious chirping of birds, seems to tell people that the Grand Canyon is awakening in the morning light.

Then the English pipes played a soft and friendly morning song. As the drums intensified, morning bells, waterwheels and birdsong intertwined. Various melodies intertwined. Various melodies intertwined. , various changing melodies are intertwined, depicting the brilliant colors reflected on the broken stone walls of the Grand Canyon when the morning light first shines. The final rumble of drums and the strong playing of the band symbolize the rising red sun. The sunny Grand Canyon unfolds before people's eyes with a vibrant and prosperous scene.

After students appreciate the work, they can freely talk about their experiences and feelings. (You can communicate, discuss, and evaluate from various aspects such as history, geography, pictures, music, musical instruments, characteristics, etc.)

A How many groups are Western orchestral instruments generally divided into? What are the main instruments in each group?

BWhat musical instrument are you most interested in? Let’s talk about its timbre characteristics.

CWhere is the Grand Canyon located in the United States?

DAfter listening to the music of "Sunrise", what kind of pictures would you pair with it?

ETell me about which natural landscape in our country shocked you? How would you set a piece of music to this landscape?

3. Appreciate "Country Evening"

(1) Imagine the scenery of the countryside in the evening.

(2) Listen to the music of "Country Evening".

This is a symphonic piece written by the Hungarian composer Bartók with a rich period music style. The music is simple and unpretentious, and the harmonic texture is simple, concise and effective, just like a beautiful and comfortable folk painting.

The first part of the music has two sections, which are in sharp contrast. The first section is a long, slow tune played by a woodwind. It is fresh and beautiful, like the sound of a melodious and sweet wooden flute, and is filled with the earthy atmosphere of the Eastern European countryside. Then in the second section, the band played a cheerful melody, as if the villagers working outside were walking home in groups, relaxed and happy, chatting.

The second part of the music is a variation and repetition of the first part. It seems to remind people of: the sunset, smoke rising from the village, and the sound of the shepherd boy's flute getting closer and closer, as if calling. People go home quickly. People who had worked hard all day sat around the dining table one after another and had dinner happily.

The third part of the music is a reappearance of the first part, where the music weakens from strong to strong. It means that the sky is getting dark, people who have worked hard for a day have gone home, and the playful children have been called back to the house by the housewife. The busy and lively village gradually became quiet and peaceful.

After listening to "Country Evening", students freely talked about their experiences.

(4) Research Topics

1. Can you add a piece of music to your hometown in the evening?

2. Can you choose a painting yourself and set music to it?

(5) Summary after class

1. Summary: students, teachers and students complete it together.

2. After class: the teacher plays "Blue Danube".

"Class Singing Group"

1. Teaching content

This unit includes two parts: one is to learn to sing "Youth Dance" and "Treading the Waves" , "The World Needs Warm-heartedness" and "The Same Song"; the second is to conduct class singing group display activities. (Due to the tight teaching schedule, the class singing group display is one of the contents of the final exam.)

2. Teaching objectives

1. Be able to skillfully sing 4 songs from the textbook .

2. Able to use combinations to creatively express the musical mood and artistic conception of songs according to the different characteristics and styles of the songs, and be able to sing the learned songs in public confidently and expressively.

3. Understand the characteristics of singing groups, and be able to make simple evaluations of oneself, others, and collective singing during singing activities.

3. Teaching class schedule: three classes. In the first lesson, learn to sing the songs "Youth Dance" and "Treading the Waves". In the second lesson, learn to sing the songs "The World Needs Warm-hearted" and "The Same Song". In the third lesson: Singing group display (held in the next two weeks, also as a project of the final exam)

4. Teaching Methods: Sight-singing, listening-singing, explanation, demonstration, discussion, etc.

5. Teaching process:

First lesson

(1) Organize teaching.

(2) Vocal practice:

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(3) Passion introduction

1. Introduce singing groups for appreciation

Today, the teacher has brought you a dynamic group full of modern flavor, please enjoy it.

2. Play the group’s singing clip and enjoy it freely.

Students can name familiar singing groups at will, and can also sing along with familiar songs. Teachers and students work together to create a warm and active learning atmosphere.

3. Answer questions by name and organize communication

(1) The form is free, you can answer collectively or speak individually, and the teacher will supplement and improve it.

(2) The content of the required answer. (Singing groups include Power Train, Beautiful Girl, Mysterious Boy, and Wind Group; the characteristic of group singing is that several people sing in groups, usually in the form of singing and dancing at the same time, and should be full of youthful vitality).

(3) Brief comments to stimulate students’ desire to learn. The students all like this youthful and energetic singing form and are very familiar with its singing characteristics. Have any students in the class ever sang in this form? Want to give it a try?

(4) Clarify learning tasks and goals, and maintain students’ full enthusiasm for learning: Today we will let the students experience the "singing star addiction". We also use the form of group singing to sing songs. Do you have the courage? Perform on stage? Students all know that the first major feature of a singing group is that several people come on stage to sing at the same time, so we must first prepare songs that can be sung simultaneously. Now let's learn to sing a song "Youth Dance" that has a strong sense of rhythm and is full of youthful vitality.

(4) New lesson part, [1] Learning to sing the song "Youth Dance"

1. Introducing the songs and authors

(1) Model singing songs , the overall feeling. (Some students may have heard this song. The song is relatively short. The teacher will sing it. Can you tell where the song is from?)

(2) The song leads to the introduction of the author. (The students have a good grasp of the style of Chinese songs. When they hear it, they know that it is a Xinjiang-style song. It was notated and translated by Chinese musician Mr. Wang Luobin. Everyone knows that Mr. Wang Luobin ? But the students must have heard other songs he composed. I will sing, and you will name the songs.) (The teacher sang "Lift Your Hijab" and "In That Faraway Place" and asked the students to name the songs. name).

(3) Introduce the author and his work style. (Some people call him the King of Western Songs. Mr. Wang is a native of Beijing and studied music in France. However, he has been rooted in Xinjiang all his life for the music of the Xinjiang ethnic group. Most of his works have absorbed the influence of Xinjiang ethnic music. He compiled and created more than 700 works in his lifetime. He introduced Xinjiang's songs to the whole country and the world. Many singers at home and abroad like to sing his works)

　2. , learn to sing along with the music

(1) Appreciate the whole song and beat the rhythm according to your own creativity. (Let's feel the vitality of "Youth Dance". Ask the students to follow the rhythm of the music and see who can beat the most creatively.) Play the music, students listen and clap, and the teacher notes the rhythm.

(3) Sing songs while making beats. (Some students have very creative clapping rhythms, and the teacher has written them down on the blackboard. Let’s clap and sing together.) The teachers and students sang while clapping, and the teacher added some simple body rhythms, and the students imitate.

3. Dance to the music.

(1) Try to recite the lyrics. (Students learn quickly. They have already sung the songs. Can they memorize the lyrics? We must memorize the lyrics. This is the most basic requirement for us to sing on stage.

(2) Inspire students to design dances Movements, expressing songs. (The second major feature of the group's singing is that it is full of energy while singing and dancing. Usually the students are very lively and active, and some students can dance modern dance. Now please follow the teacher and dance to the music. < /p>

［2］Learn to sing “Talking on the Waves”

1. Play the song, students listen and tell the artistic conception of the song

2. Use sight reading to follow. When students learn to sing melody, the teacher will correct them if they sing incorrectly.

3. Guide students to use soft, sweet sounds and beautiful and natural shapes to express the poetic mood of the song.

Second lesson

(1) Organization of teaching

(2) Vocal practice:

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(3) Review the songs "Youth Dance" and "Treading the Waves". The former focuses on the dance style, and the latter focuses on the dance style. In the artistic conception of the song

(4) New lesson part

[1] Learn to sing the song "The World Needs Warm-heartedness"

1. After listening to the song, invite male students. Talk about your feelings about the song.

2. Song introduction: This is a passionate pop song. It is more suitable for an enthusiastic boy group to sing this song with full energy and full tone. It may be necessary to be consistent and mellow without shouting.

3. Try to learn to sing songs by listening to the recording.

4. Guide the boys to design simple movements to sing the songs. Pay attention. The movements are simple and not impetuous.

[2] Learn to sing "The Same Song"

1. The song is familiar to the students, and they can directly sight-sing the first part with the piano.

2. Understand the situation of students. For students who have a foundation in chorus, they can be encouraged to learn to sing the second part. In class, teachers can let these students practice the second part and encourage students to sing two parts. department.

(5) Introduce several distinctive singing combination forms and play examples for students to appreciate and imitate.

(6) Assign tasks for the class singing group next week: students can freely form groups, name the singing group, design movements, use their spare time to rehearse, and hold a class concert next week.

(7) Summary of this lesson.

The third lesson

(1) Organize teaching and check student attendance.

(2) Review the songs "Youth Dance", "The World Needs Warm-hearted People", "Singing with the Same Hand", and "Walking on the Waves".

(3) Introduction: After two weeks of preparation, I believe the students are very confident. Of course, there can’t be only one song to sing. In addition to the songs we have learned this semester, we can also choose popular songs that we usually like to sing. We are going to have a class group concert later. Now we give the students 10 minutes to prepare. The group method is for 5 to 8 people to form a group freely, and the group members can sit together to agree on the song and the form of the group's singing. At the same time, give the group a resounding name, write the name of the group, the title of the song and the number of singers in a novel way and paste them on the blackboard. The teacher has prepared paper and pen.

(4) Students are divided into singing groups to discuss and rehearse. The teacher uses a screen display to remind students, such as simple group singing forms, naming the group, encouraging words, etc. Students can be reminded at any time when needed Help students.

(5) Group Concert

1. Select the host

The students are very active and engaged. Now our concert is about to begin. Ask the students to recommend a classmate to host the concert. (The teacher explains: Press the name of the singing group on the blackboard to announce the curtain and mobilize the atmosphere of the concert.)

　2. Divide the groups into groups to sing on stage, and the teacher will act as the sound engineer, playing the sound or piano accompaniment.

(6) Class Summary

The singing group on TV is "one minute on stage, several years of hard work off stage", and our group is "one minute on stage, several years of hard work off stage". It’s only ten minutes.” The students all performed very well today. In such a short period of time, they quickly completed their respective combinations, gave the combination such a special name, designed such an exquisite leaflet, and used many vivid expression techniques. It's amazing how you performed the songs you chose. Let's applaud and congratulate you for your outstanding performance.