2. Explore, perceive and experience the strength of sound by tapping, moving and other means, combined with the experience in life;
Key and difficult points 1. Learn the song "Big Drum and Small Drum" and compare the strengths and weaknesses to sing this song.
2. Distinguish the strength of sound, and express the strength of sound in different forms such as singing and clapping.
Prepare piano, tape recorder, percussion instrument, etc. For teaching.
teaching process
First of all, say hello to teachers and classmates!
Requirements: light and flexible.
Third, the new curriculum teaching.
1) Introduction to the new lesson riddle:
Round and round, a big barrel, empty stomach.
Dolls love to hit when they see it, and they say knock when they hit it.
2) Playing musical instruments:
1. Know musical instruments: big drum and small drum.
Teacher: Today, the teacher brought two drum friends to everyone. One is called a drum.
XXX (Hi, how are you! )
One is called Xiao Drum, also called Xiao Drum.
×××××××× (Hello, children)
2. By tapping and observing, correctly distinguish the differences between big and small drums in sound, shape and tapping mode.
Teacher: Big drums and small drums are really polite. Do the children want to say hello to them, too Invite students to play musical instruments in vivid language.
3. Find the right words to prepare for learning to sing.
Let the students find the right words for the drum from the sound and playing mode through the teacher's inspiration and guidance. Encourage students to choose a suitable word through cooperation and apply it to the study and singing of songs, rather than completely following the script. The purpose of doing this is to respect the development of students' creative thinking, and at the same time effectively enhance students' enthusiasm for expressing music and creating music.
3) Song teaching.
1. By using the courseware designed by the teacher, let the students learn the melody of the song in a cooperative way and use the methods of listening and singing.
2. The teacher demonstrates songs.
3. Students will use the interlining selected in the last link to become the lyrics of the song and sing it. Teachers will help students complete the process of learning to sing, pay close attention to students' learning situation at any time, give students full play space, and help students solve difficulties in singing practice in time.
4. Sing the songs you have learned completely and sing them in groups. One group can sing lyrics, and the other group can sing lyrics. Take turns.
The teacher affirmed the performance of all the students.
6. Sound intensity-games, singing and playing.
(1) Rhythm Game-"My Big Drum and Mini Drum" is introduced through the rhythm game "My Big Drum and Mini Drum";
××××│×××│
↘↗↘↗﹨↗﹨↗
My little drum is playing,
××××│×××│
My drum is playing,
××××│×××│
I stamped my feet when the drums sounded.
××××│×××│
When snare drum rang, I patted my shoulder.
(2) Music rhythm game "Big Drum, Small Drum"
When students have a preliminary understanding of the contrast between strength and weakness, introduce the rhythm of music. Please form a circle and listen to the music. When you hear the drum say hello to you, tap "1.2.3" rhythmically with your feet; When you hear the drum talking to you, pat your shoulder with your hand. Let students experience the embodiment of the law of strength and weakness in music.
7. Rhythm and Creation
Guide students to write lyrics for objects in life. If students are found to have difficulties in composing music, they can be inspired to observe small animals in life and imitate the sounds of animals to adapt the lyrics. (Example: the rooster is singing, the chicken is singing ...) After the students finish the lyrics in the form of group cooperation, the teacher takes out the animal headgear and asks the students to imitate the rhythm of the animals, sing and perform. Interested students can choose musical instruments to accompany them. Finish this lesson by singing, playing and jumping.
Fourth, summary.
Teacher: Students in this class learn to sing songs with big drums and small drums. Let them know each other while singing and accompany them. Students' performance ability and pitch rhythm ability have made great progress. The dynamic changes in music are also very appropriate. Please don't forget the big drum and the small drum, go home and sing to your parents and grandparents! (Play the song "Big Drum and Small Drum")
Fourth, teachers and students love music. Goodbye!
Chapter II "Drumming"
Teaching content "Drumming"
Teaching objectives
1. By introducing the family of drums, we can learn about percussion drums and feel their different timbres by watching, listening and touching them.
By learning to sing, you can feel the different emotions and dynamics of songs.
Key and difficult points 1. Instruct students to sing the song "Drumming" with lively, cordial and funny emotions, so as to improve students' feeling and reaction ability to the changes of strength in music.
2. Cultivate students' creativity and performance ability.
3. Simple improvisation with percussion instruments
Keywords lesson preparation millet, multimedia courseware, percussion drum,
teaching process
1, organize teaching
(1) Greetings from teachers and students (2) Practice.
2. Music practice activities
Activity 1: Introduce percussion instruments: drums.
Method steps:
A.look, children! (The teacher proudly said) The teacher brought a new friend to everyone: Xiao Gu. B. The structure of the drum is relatively simple, consisting of two parts: the drum skin and the drum body. Drum skin is the pronunciation of drums (teachers can beat drums). Usually, the drum frame is covered with animal skin, and it is vibrated by tapping or tapping (teachers can beat drums). Drum body is usually made of wood. It is a big drum body that makes a good sound with the drum surface!
C. students look, feel and feel the structure of the drum.
D. Feel the sound of the drum edge and the drum body: How about tapping the drum edge again, children? Is it the same sound as drum heart? How about playing the drums again? What's that noise? (Students beat drums and imitate them: click click)
E. the tambourine is welcoming us. Listen: the teacher typed XXXX│XXX-||. F. what did the drum say? Oh! Knock, knock, knock, knock-let's imitate the sound of drums!
G. Teacher's summary: Xiao Gu likes our children!
Activity 2: Music Game: Xiaomi Drum
Method steps:
2, music game: "millet drum" (teacher demonstration: the teacher took out a small drum and put colorful millet on the drum surface to beat the drum. Music accompanied by "drumming". Drum: xxxx │ XXX-||
3. Do any children want to play drums? Ok, I'll invite this little friend up. Don't worry, other children, look at me first! Would you please use your stools as drums to accompany me? The teacher plays music and a student plays drums. Other students can use their thighs as drums first and try to play. Use xxxx │ XXX-|| rhythm. )
4.( 1) The teacher called again, and the children watched carefully and thought hard. How did Xiaomi jump when the drums sounded? Drums are light, millet jumps? (Leading to the relationship between strength and weakness)
(2) The children did really well just now. Now let's play a game: the classroom is a big drum (teacher's action: spread out your hands and draw a big circle). Let's make colorful rice grains on the drum and jump rhythmically, shall we? You hit the teacher hard on it, you jump high, you hit the teacher gently on it, and you jump to the bottom. The teacher drummed his head to show strength, while drummed his body to show weakness. (Play accompaniment music, the teacher plays drums and the students jump. )
Activity 3: Learn to sing.
Method steps:
(1) Create situations and learn to sing songs.
2. What kind of drum is my drum?
This little drum is ringing. It has one characteristic. There are four phrases in the song, and the rhythm of each phrase is the same, that is, the rhythm of the drum greeting us just now. Let's try again!
(1) Look carefully, little friend. There is a long sound after every phrase. They are 1-3-5.
(2) Gesturing while singing.
(3) We can also use the body to express the pitch of these three sounds: (1) squat, (3) squat, and (5) stand.
Listen to the songs again and beat them. (Note: weak)
5. Read the lyrics rhythmically. Ask the students to listen carefully. Teachers should study hard, students should study hard, teachers should read weakly, and students should read weakly. )
6. Teach singing by listening and singing. If students' ability is limited, teachers should guide them to sing properly.
(2) song processing:
1, Teacher: The tambourine is really obedient. If you let it sing, it will "knock". The teacher drummed his head with the power of F. ) it's amazing! Will you sing a song proudly? The students sang a song in an arrogant voice. )
2. Teacher: The little doll is sleeping. It says softly, "I see." (The teacher drummed his head with the power of P.. ) Are you sensible? What kind of sound should we use? If the students can't answer, the teacher can ask: Is it loud or low? The students sang the second song in a soft voice. )
3. Singing with Qi Variable Force: Can you sing like just now? You let it sing, it "knocks"; The little doll is sleeping. It says softly, "I understand." Ok, let's sing another song. Let's sing, and the teacher instructs the students to sing with air and changing strength. )
Activity 4. swell
2. Introduce and learn other drums: The children speak very well. The drum family has many members. Look! The teacher showed the students the magnificent pictures of Sichuan gongs and drums, Korean long drums, South American conga drums and Yao Long drums.
Chapter III Clap your hands, sing and laugh.
Teaching content singing "clapping and laughing"
Teaching objectives
1. Feel the happiness of life and the friendship between classmates by learning to sing the song Clap Your Hands and Sing Laughter.
2. You can express your feelings about the work in your favorite way, and you can sing interesting melody fragments with famous singers.
3. You can sing the song "Clap your hands and laugh" with a cheerful mood and a natural voice, and clap your hands with the song.
Learn to sing with a light and flexible voice. Singing music with supermodels. Compare two songs "Clap your hands and sing and laugh".
Prepare piano, tape recorder, etc. for teaching.
teaching process
First of all, say hello to teachers and classmates!
1 2 3 4 ︱5 - ︱6 6 6 6 ︱ 5 - ︱
Let's sing, la la la la,
2 2 2 3 ︱4 - ︱5 6 5 4 ︱ 3 - ︱
Open your mouth and straighten your chest.
2 2︱3 4︱5 6 ︱7 1︱ 1 1 77 ︱66 55︱44 32︱ 1 - ‖
Mr tt will leave.
Second, vocal music practice.
Requirements: light and flexible.
Third, the new curriculum teaching.
1) game import:
Teacher: Kid, what games will you play with your good friends during recess?
(Students answer that there are two situations. )
Situation 1: A classmate answers "clap your hands".
Teacher: Oh! Teachers like it, too Who will play this game with Mr. Tang?
(The teacher invited the students to play games)
Situation 2: No students answered the clapping game.
Teacher: Wow! Your game is so interesting that there are so many tricks! The teacher also wants to play these games with you after class. Are you popular?
Teacher: Now, the teacher wants to invite a child to play a game. Who wants to play?
(The teacher invited the students to play games)
2) Enjoy learning songs:
1. Teachers demonstrate singing.
Teacher: Isn't this game very interesting? Next, the teacher will play games while singing.
The teacher invited a child to continue to play clapping games, while the students sang and listened. )
2. Learn to sing in the game.
Teacher: Do you want to learn to play this clapping game while singing? Then let's do and sing after the teacher in pairs.
Teacher and student activities: learn to sing in the game. Learn to sing by combining whole listening and clause singing. Students can put forward phrases that are difficult during singing, and students who can sing can help them solve them. If they can't solve it, the teacher can help them until they learn songs. )
3. Make the game more difficult and interesting.
After mastering the game, the teacher changed the speed to play the melody on the piano, and the students clapped their hands accordingly. )
3) Models sing songs:
1. Appreciate Clap Your Hands and Laugh with two different melodies.
Teacher: The teacher also brought you another song, also called "Clap your hands and sing and laugh". do you want to hear it ?
Today, I enjoyed a song written by another composer for the same song.
2. Mode singing spectrum
Teacher: Little friend, you listened to two songs "Clap your hands and sing and laugh". Did you find anything?
Student: (same lyrics, different music scores)
Teacher: Let's demonstrate the second song "Clap your hands and sing and laugh".
4) My creation:
Teacher: Is it fun to play games with your good friends? (Fun) More fun is yet to come!
(The teacher plays a percussion clip of "Hands" played by the British band "Stomp")
Teacher: These movements and rhythms can be improvised by yourself. Do you want to learn?
(Organize students to create "hand" percussion music in groups)
Teacher: Children are all musical geniuses, and one hand can make beautiful music. Now please perform in groups.
(Students perform and evaluate each other. The teacher awarded prizes to the winners. )
Fourth, summary.
Teacher: You have me in your eyes and I have you in my eyes. In fact, in our eyes, not only you and me, but also many others. We should learn to care about others and get along well with our classmates, so that we can become good friends.
Five, teachers and students music goodbye!
Teaching reflection: