As a faculty member, you often have to prepare lesson plans. Teaching plans are the main basis for teaching and play a vital role. How to highlight the key points of the lesson plan? Below is the small class music rhythm lesson plan of "The Body Plays Music" that I compiled for you. Welcome to read and collect it. "The Body Plays Music" Small Class Music Rhythm Lesson Plan Part 1
Activity Objectives
1. Further differentiate the understanding of the main organs and parts of the body.
2. Discover that body parts can make a variety of sounds, and boldly try to express them as musical accompaniments.
3. Develop a love for percussive music activities.
4. Can change the speed of movement according to the speed of music.
5. Guide children to understand the lyrics and sing songs with beautiful voices based on their existing experiences.
Activity preparation
4-5 pieces of various percussion instruments. Music accompaniment tape, tape recorder. One picture mark each for the mouth, hands, and feet.
Activity process
1. Introduction.
Teacher: Children, the teacher brought some percussion instruments today. Please listen carefully. What kind of sound will they make?
1. The teacher shows and operates the percussion instruments one by one to make sounds, and guides the children to talk about how to make the instruments make sounds.
2. Teacher’s summary: The double-bang tie and triangle iron are made by the teacher by knocking them with wooden sticks and iron bars, and the sand hammer and string bell are made by the teacher by shaking them with his hands.
2. Understand the body instruments.
Teacher: These percussion instruments can produce beautiful sounds. In fact, our body can also produce many beautiful sounds, and it is also a musical instrument.
1. Understand the "mouth" musical instrument.
A. Guide children to use their mouths to make a variety of sounds: flicking their tongues, rubbing their upper and lower lips, flicking their palate, etc.
B. Play a piece of music and use mouth instruments to accompany the music.
Links 2 and 3 are: understanding “hand” instruments and understanding “foot” instruments. The method is the same as link 1.
3. Use body instruments to accompany music during performances.
1. The group freely chooses an instrument from the mouth, hands, or feet to accompany the music.
2. The group freely combines several body instruments to accompany the music.
3. Game: follow the instructions and choose the instrument.
Teacher: Children, the teacher is going to play a game with you now. The teacher has three picture signs here: mouth, hands, and feet. When the music starts, everyone should listen to the music and see which body instrument I am holding up, and you must follow the teacher's signs to choose the body instrument to accompany the music.
The game is divided into two times: the first time, some children are invited to participate in the game, and other children watch.
For the second time, all children are invited to participate in the game performance.
4. Parents and children have fun together.
Teacher: Children, we have learned to use body instruments to accompany music. Now we invite our fathers and mothers to join us in using body instruments to accompany music! (Play music, parents and children perform together)
Teaching reflection:
During the activity, in order to prevent the children from singing from beginning to end, I solved the difficult quarter notes For the emotional skills processing part, I used a conversation method to let the children rest for a while, so that the activities could be combined with static and dynamic activities. The children's performance basically completed my preset goals. Of course, there are still many deficiencies in this activity, and I hope teachers and experts can provide more guidance. "The Body Plays Music" Small Class Music Rhythm Lesson Plan Part 2
Activity goals:
1. Be familiar with the melody of the song and try to use body movements to express the content of the song.
2. Preliminarily create the movements of the teapot and teacup.
3. In the process of learning songs, experience the joy of dancing with your companions.
Activity preparation:
Four teapot pictures related to the song, tape and recorder, piano accompaniment
Activity process:
1. Enter through the game "Change Change"
Babies, let's play a "Change Change" game, hurry up! Hide your little hands.
(Become a bunny, hop around)
(Become a duck, walk around)
(Become a kangaroo, hop around) < /p>
(Become a plane, listen to music and fly into the venue)
2. Observe the pictures and become familiar with the songs
1. The teacher sings a complete demonstration
We are tired of flying, come on! Babies, find an empty place to sit and rest for a while.
Are you tired? (Children’s answer) I’m so tired. I want to drink water.
Babies, look, who is this? (Teapot)
2. Observe the pictures and understand the lyrics
(1) What does the little teapot look like? (Guide the children to say "Its belly is round and its body is short.")
The teacher listens to the music and recites rhythmically: I am a fat and short teapot
(2) Let’s take a look again, what is this teapot? (The handle is used to carry the teapot)
Where is the tea handle? Come and learn.
What about this? (The spout is where water flows out)
The teacher listens to music and recites rhythmically: This is the handle, this is the mouth
(3) Touch the third picture , ask the children: "How do you pull the water in the pot?" (When the water is boiled and pulled, it smokes, and the water rolls in the pot)
(4) What's wrong with the spout? (Tea is brewing)
The teacher listened to music and recited rhythmically: The water is boiling, the water is boiling! Make tea.
3. Actions for creating teapots and teacups
1. Do you want to come and drink tea? Okay, please prepare the tea quickly.
2. What does our teapot look like? (Fat and short) Come! Let's do it.
Where is the handle of the pot? The spout is here. (gesturing) Do it again.
Question: "Who wants to drink water?" (GuluGulu)
3. Question: Babies, the handles of our pots just now grew here. Use your brains to think about the pot. Where else can the handle grow? (Created by Young Children) What about the spout? (Created by children)
Let’s do it again, this time to see who is different from me.
4. Just now, many children’s pot handles and spouts grew in different places, which is really good! I'll take a look again, come on, babies, get ready! (The teacher does not demonstrate)
5. Babies, put your teacups in place! I'll get you some tea. "GuluGulu"
6. Oh! So many children want to drink tea, and the teacher can’t even pour it. Let’s make tea again and pour tea to each other with your good friend next to you, okay? Come! Everyone, hurry up and get ready. (Pour me your tea too)
4. Invite the guest teacher to drink tea
Babies, we all drank tea just now. Look at how many people are around you. Teachers who are guests, let’s go get them some tea, okay?
5. Ending
Children in other classes also want to drink tea, come! Babies, let’s go get them some tea too! "The Body Plays Music" Small Class Music Rhythm Lesson Plan Part 3
Activity goals:
1. Preliminarily analyze the pitch of the sound and express it with body movements.
2. Generate interest in music activities through games.
Activity preparation:
Pictures of tall men and dwarfs, tapes, tambourines
Activity process:
1. Beginning part:
p>
Invite the children to perform the song "Little Flower, Little Tree" for the guest teacher. The theme is introduced through the small tree growing taller.
2. Progressive part:
1. The teacher shows pictures of tall people and dwarfs to arouse children’s interest. "Who is in the picture? How many people are there? What are the differences between them? They also brought gifts to our children, and soon the teacher will help them give the gifts to you."
2. The teacher said The form of the story enters the theme. "The tall man and the dwarf are good friends. They go for a walk in the woods together every day. But today when they came to the woods, they found that the music they used to play during their walks had been changed. They didn't know which piece of music the tall man used when he walked. Yes, which piece is the music used by the dwarves for their walks? Children, can you help them? ” 3. Preliminary analysis of high and low sounds. "We have music here when they are walking. Listen carefully to who is walking now. It is the tall man who is walking. Listen carefully to who is walking. It is the dwarf who is walking. The sound of the tall man walking is very high, and the dwarf is walking. The voice is very low.”
4. The children and the teacher *** work together to create the movements of the tall man and the dwarf. "Let's learn how tall people and dwarfs walk together."
5. The teacher gives out gifts to the children - tambourines. All the children stood up and joined hands, formed a large circle, walked clockwise, listened to music, and imitated the tall and dwarfs in walking, beating the tambourine as they walked.
3. Ending
Teachers and children perform aerobics together. "The tall and the dwarf are very happy today. They want to invite the children and the guest teacher to do aerobics together. Are you willing?" Everyone did aerobics to end the activity. "The Body Plays Music" Small Class Music Rhythm Lesson Plan Part 4
1. Activity goals:
1. Be able to feel the changes in starting and stopping in music, and identify different ways of expression.
2. Create initial movements, be able to drive in an orderly manner, and be a civilized driver.
3. Experience the fun brought by music activities through the experience of driving, parking, inflating the wheels, and reversing.
2. The key points and difficulties of the activity:
Focus: Guide children to listen to music and play car driving games.
Difficulty: Identify the music that starts, stops, and returns to the garage and create simple actions.
3. Activity preparation:
Experience preparation: Children already know cars, traffic lights, and musical notes.
Material preparation: Orff music "Start and Stop", PPT, traffic light signs.
4. Activity process:
1. Introduce the situation and arouse children's interest.
——The teacher leads the children to review the song "I Love My Kindergarten".
Teacher: You sing so beautifully. The teacher likes you. Do you like me? Then please touch Teacher Huang's body quickly. (Children gather around the teacher) You did a great job!
(——The purpose of letting children touch the teacher’s body is to make the children gather around the teacher as quickly as possible for the purpose of carrying out the next game activities.)
Teacher: What about you? Like driving a car? What kind of car do you like to drive? (Teacher asks children to answer freely) Teacher: Okay, now drive your car, are you ready? By the way, what should we abide by when driving? Yes, obey the traffic rules, drive slowly, don’t speed or crash, and pay attention to the traffic lights! Well, where are we going to play? It's closer, go to the park. Children who understand are ready: drive!
——The teacher sang "诱边辘, 豱辘辘, 豱辘辘..." while leading the children to play a car driving game.
Teacher: (The teacher shows the red light sign), the light is red now. What should we do, little drivers? By the way, awesome! Teacher: (The teacher shows the green light sign), the car is starting to drive, pay attention, drive fast! (Teachers should speed up appropriately and remind children to avoid them carefully).
(——The purpose of driving with traffic lights is to pave the way for the following rhythmic activities, allowing children to feel the feeling of a sudden stop in the activity in advance, so that children can adapt to the music faster and keep up with the rhythm in the next link. . )
Teacher: Okay, the park is here. Now please park your car in your own garage (that is, your own little chair). Come on, follow the teacher to reverse the car. The teacher has already parked it! What about you?
3. Appreciate the music "Start and Stop" and feel the rhythm of continuity and pause.
——The teacher shows PPT pictures of baby musical notes.
Teacher: The musical note baby and the car are playing games with us. Listen, how is this piece different from the tunes we have heard before? What's interesting about it? Let me know later. (Teacher clicks on the note baby to play music) Teacher: Who can tell me what is different about this piece of music from what I have heard before?
——The teacher guides the children to say that there is a sudden pause, just like when we were driving just now.
Teacher: Where did the car stop at the red light? Where is the green light again? What does the last piece of music (the teacher simulates the last sound) mean?
4. Express music.
——Listen to the music again, and the teacher uses reminders to let the children know when to drive, when to park, and when to return to the garage.
Teacher: Do you want to play games with the Music Note Baby Car? Okay, little drivers, please stand up, the car is leaving the garage!
——The teacher leads the children to take a step forward and make the gesture of a garage.
Teacher: Are you ready? Are your wheels full of air? If not, hurry up and get ready, start, fill up! Where are we going this time? OK, let’s go visit our kindergarten! Set off!
——The teacher plays music and leads the children to listen to the rhythm of the music and make driving and parking movements. At the end of the music, the teacher backs the car back to the garage and sits down.
——The game was played twice, and the teacher took the children directly out of the classroom the second time.
Teacher: Let’s go to the kindergarten! Drivers, please follow suit, follow one after another, do not run red lights or speed, we are civilized drivers. "The Body Plays Music" Small Class Music Rhythm Lesson Plan Chapter 5
Activity goals:
1. Learn to sing songs with natural voices, initially understand the rules of the game, and learn role-playing games under the leadership of the teacher .
2. Understand the content and plot of the game with the help of the lampstand pictures, and try to express the plot with actions.
3. Be willing to participate in game activities and experience the tension of the game "The Cat is Coming" and the joy of running home quickly.
Activity preparation:
1. Story card "The Little Mouse Goes to the Lampstand"
2. Seats arranged in a semicircle
3 , a cat’s headdress
Activity process:
1. Practice voice and rhythm
2. Children listen to the story and understand the meaning of the song "The Little Mouse Goes to the Lampstand" Content
1. The children looked at the pictures and listened to the teacher telling the story of the little mouse who went up to the lampstand to steal oil to eat
2. The teacher organized the children to have a short conversation around the content of the story
Teacher: Where does the little mouse crawl to steal oil? Who came later? How did the little mouse get off the lampstand in the end?
3. Children listen to the teacher's example and sing "Little Mouse on the Lampstand", and are initially familiar with the melody and lyrics of the song
1. Children listen to the teacher's complete example of singing the song
< p> Teacher: Teacher Wang, please make this story into a nice song. Please listen to it.2. The teacher helps the children understand the song content by asking questions and guides the children to answer with the lyrics
Teacher: What did you hear in the song?
(The teacher sings the children’s answers)
3. The teacher sings in the classroom again and guides the children to feel the melody of the song.
Teacher: Teacher Wang still wants to perform For once, please give me a round of applause!
4. Children learn to sing songs and create actions according to the lyrics
1. The teacher guides the children to create actions for getting on the lampstand
2. The teacher leads the children while singing Make the movements of the little mouse climbing up the lampstand according to the rhythm
3. Guide the children to create the movement of rolling down, and inspire the children to use turning movements to express the scene of the little mouse running away from the lampstand in panic
Teacher : The cat is here, how did the little mouse get down? How to get down?
4. Children listen to the teacher’s singing and follow the teacher’s performing actions
5. Children perform and follow the teacher’s singing and performing actions
5. Children understand the rules of the game and learn to play the game "Little Mouse on the Lampstand"
1. The teacher explains the rules of the game
Teacher: Now I invite you to be the little mouse and you go up on the lampstand together. Steal oil to eat, but be careful of the old cat. After the old cat comes out and calls "meow meow meow" three times, it will catch mice. So, you should run home quickly and sit on your own little bench, like this The old cat won’t be able to catch you
2. The teacher plays the old cat and the children play the mouse. Practice according to the rules
3. The teacher plays the old cat and the children play the mouse.** *Same as the game "Little Mouse on the Lampstand"
Activity reflection:
In this one lesson and three practice activities, I chose the music lesson "Little Mouse on the Lampstand". The song has a strong beat and the lyrics are short and catchy. At the beginning of the activity, in order to make the children more interested in the activity, I played the role of mother mouse and the children played the role of little mice. They naturally played situational games. In order to let the children better understand the content of the lyrics, I used the multimedia courseware map to let the children play one by one Look at the pictures and memorize the lyrics, which will make it more intuitive and vivid. This way of viewing multimedia courseware maps allows children to master the content of the lyrics without knowing it, laying the foundation for the following activities. Afterwards, with the help of multimedia courseware, the children were helped to consolidate their learning of singing songs through games, and in this way they learned songs in a relaxed and pleasant atmosphere. This was the climax of the activity, and finally the activity ended in this climax.
In the second link "Understanding the Lyrics", I planned to let the children look at the map first, and then tell the lyrics based on the map. But when the first picture was played, there were several The child spoke out the entire lyrics of the song, completely and fluently. The pre-designed link of understanding lyrics can no longer be carried out. In order to continue the activity, I temporarily changed the teaching link. Also with the help of the "Understanding Lyrics Map Courseware", I asked the children to look at the pictures and try to create simple actions. In this way, the activities continue according to the pre-designed teaching links. After the activity, I reflected: With the popularity of computers, VCDs and other audio-visual equipment in families, children can sing more and more songs. It is normal for this kind of thing to happen. When we teachers encounter this situation, When doing this, you must flexibly adjust your preset courses. For example, in this lesson, I can completely encourage this baby to perform for the children in front of me. Through this child's performance, I can stimulate more children's interest in learning this song and act as a catalyst. Instead of stopping as soon as I hear a child singing, I immediately stop and proceed to my preset session. Through this incident, I also understand that it is not easy to give a good lesson. First, teachers must prepare the lesson well. What is more important is how to respond to children's changing behaviors during the activity. This educational mechanism is very important, and it also requires our teachers to continuously accumulate experience and reflect continuously in future teaching activities.
Also in the courseware for introductory activities and game activities, the oil I showed the children was our cooking oil. The cooking oil and the oil in the oil lamp are different, which may cause confusion. Mislead children into thinking that the oil in the oil lamp is our ordinary cooking oil and can be eaten.
But when I was making courseware, I couldn't find suitable kerosene. Even if I found it, I was afraid that the children wouldn't recognize it and wouldn't be able to tell that it was kerosene used for lighting. If this happens, please ask the teachers for guidance and help.
Throughout the entire activity, the children were very interested and active. During the game, the children truly experienced the tension of "The cat is coming" and the joy of running home quickly. "The Body Plays Music" Small Class Music Rhythm Lesson Plan Part 6
Activity goals:
1. Be familiar with the melody of the song and be able to make small hand crawling movements in time while singing.
2. Under the guidance of the teacher’s questions, learn to imitate lyrics and movements.
3. Be able to actively participate in imitation activities and experience the joy of activities.
Activities focus:
Able to perform small hand crawling movements in time while singing.
Activities Difficulties
Learn to imitate lyrics and movements.
Activity preparation:
Children already have experience in co-ordinated movements.
Activity process:
1. Review the rhythm "Clap and Nod"
1. Collective review, the teacher and the children make movements to the music.
2. Imitation: "It’s very happy to clap our little hands and nod our heads. What else can we do by clapping our little hands?" (Teachers can ask children who have imitated new content to be small teachers to lead everyone to make new things. Action.)
2. Teacher’s demonstration.
1. The teacher sings and demonstrates at a slower speed.
2. Children, tell me where the little hands crawled first? Where did you climb to after that?
3. Children learn to make rhythm.
1. Clap your hands in time with the teacher’s singing.
2. Follow the teacher’s singing and clap your hands.