Feel the joyful mood of songs and music.

Teaching difficulties:

Feel the two different emotions in "The Blacksmith in the Forest".

Teaching tools:

Courseware, percussion instruments, recording materials.

Teaching process:

1. Introduction

Stage goal: stimulate students’ interest and introduce new lessons.

Teacher operation: play the recording of the music.

Student activities: Appreciate the entire song in its entirety.

2. Listen to the music for the first time and feel the emotion of the music

Stage goal: Listen to the music for the first time completely and understand the basic emotions of the music.

Student answer: The tempo of this piece of music is slower in the front part and faster in the back part.

Transitional language: Very good answer. This piece of music tells us a little story, but you have to listen to the content of the story yourself. You Gancai said that the speed of the first part of the music is slower, so let's listen to this part. After listening, please imagine the time and place where the story happened.

Teacher operation: Play the first recording of the music.

3. Appreciate the music in sections

Stage goal: Understand the content of the music more deeply and feel the emotion of the music.

1. Enjoy the first part of the music. Student Activity: Listen to the first part of the melody. Student: The time is morning and the place is in the forest. Teacher: What does the scenery of the Missing Forest look like? Student 1: It’s very quiet. Student 2. It is very beautiful, with big trees, grass, and all kinds of flowers. Health 3. There are beautiful flowers, mushrooms, and a lot of mist. Transition language: Now let us enjoy the first part of the music again, feel the beautiful scenery of the big forest in the morning, and use body movements to express the scene depicted by the music. The sky is getting brighter and the sleeping forest is waking up.

Teacher’s operation: Play the first part of the melody.

Student activities: Listen to the first part of the melody again and do the movements according to the melody.

Transitional language: Just now, we carefully appreciated the first part of the first piece of music. The composer used slow speed, stretched rhythm, and beautiful melody to express the beautiful morning scenery of the big forest.

2. Enjoy the second part of the music.

Transition: Now let’s enjoy the second part of the music. Ask the students to listen to what is the difference between the second piece of music and the first piece of music? What changes have occurred in this part of the music in terms of speed, rhythm, intensity and emotion?

Teacher operation: Play the second recording .

Student activities: Appreciate the second part of the music. Health: The speed is relatively fast, the intensity is relatively strong, the rhythm is clear, the melody is jumping, and the mood is cheerful and enthusiastic. Transitional language: The students said it very well. This piece of music tells us the profession of the protagonist. Come and listen to it and see what sounds you can hear. Teacher operation: Play the second piece of music again. Student 1: There is the sound of a triangle. Student 2: There is a sound of banging something. Student 3. I heard a tinkling sound. Looks like a blacksmith. Teacher: Please give the students a name for this piece of music. Life: Morning in the forest, happy day, magical blacksmith. Summary: This piece of music is called "The Blacksmith of the Forest", also known as "The Blacksmith Polka". It is a descriptive work created by the German composer Miellis. The music depicts the tranquil atmosphere of the early morning forest and the joyful mood of the blacksmith working the iron. The music is very vivid and often played in concerts.

Teacher: Do you know what instruments this piece of music is played on? Student: Violin, flute. Summary: It is an orchestral piece.

IV. Appreciate the music completely

Stage goal: Appreciate the music completely.

Transition: Now let’s enjoy the music "The Blacksmith in the Forest" in its entirety. Ask the students to follow the music and do the movements together with the teacher.

Teacher operations: play courseware, watch courseware, listen to music, and make rhythm with students.

Teacher’s question: Today we listened to the music "The Blacksmith in the Forest". What did you understand after listening to it?

Student answer 1: Labor is pleasurable.

Student answer 2: Labor is glorious.

5. Summary: Today we enjoyed the orchestral music "The Blacksmith in the Forest" composed by German composer Miellis. Through appreciation, we understand the glory and joy of labor.