5 Kindergarten Music Lectures Lesson Templates

As a teacher who teaches and educates people, it is inevitable to write lectures. With the help of lectures, teachers can better improve themselves Theoretical literacy and the ability to control teaching materials. Below is the kindergarten music lesson plan I compiled for you. I hope you like it!

Selected Kindergarten Music Lectures Textbook 1

1. Lecture Materials

1. Textbook Analysis: The song "Expression Song" is a song with a vivid melody A music teaching material for children who are lively and have a strong sense of rhythm to express themselves. Everyone has happiness, anger, sadness, and joy, and everyone has different external expressions. Some clap their hands, laugh, and jump when they are happy. However, young children are in a place where they have strong imitation ability and are very sensitive to stimulation. During the sensitive period, let them imitate various expressions and movements while learning songs. Young children are very interested. People often say that interest is the best teacher, and this is particularly important in the practice of children's education. There is also a rhythm __|____| that appears repeatedly in this song. Because the children have just been promoted from elementary school to middle class, they have relatively little exposure to rhythm, and children at this age are very sensitive to rhythm, so this teaching material is very suitable for children. cognitive level and characteristics.

2. Target positioning

Teacher-child interaction is the biggest feature of the teaching and learning of this activity. We hope that children will actively participate in music with their expectations for music education activities. During the activity, communicate freely with music and boldly express your understanding and experience of music. To this end, I have determined the following goals for "Emoji Song".

(1) Familiar with the melody of songs and able to sing and perform at the same time.

(2) Master the __|____| rhythm pattern.

(3) Willing to create new lyrics.

3. The focus and difficulty of the activity

According to the goal, the focus of the activity is: try to create new lyrics on the basis of learning to sing songs. The difficulty is to master the __|____| rhythm pattern.

4. Activity preparation

In order to better serve the goals of this activity and complete the content of the activity, I have made the following preparations:

(1) , made a self-made rhythm map.

(2). Produced the "Emoji Song" PPT.

2. Preaching method

This activity is intended to break the traditional single teaching model. Through teacher-child interaction, the use of vivid rhythm scores, games, encouragement and appreciation methods To mobilize children's enthusiasm, initiative and creativity, so that children can happily participate in the entire activity.

1. Game method: Among the various activities in kindergarten, games are children’s favorite, allowing children to develop and gain something in games. In this activity I designed the game: "Please do this with me". This game is familiar to young children, but the new content here is to learn the rhythm pattern. Unconsciously, children master this rhythm through various actions over and over again.

2. Chart teaching method: From the perspective of the characteristics of young children’s understanding of things and the characteristics of language itself, it is very important to implement the principle of intuition in kindergarten music education. Directly stimulating children's audio-visual organs by looking at the vivid patterns on the map can make difficult teaching easier, make activities more lively, and stimulate children's interest in learning.

3. Questioning method: Because asking questions can guide children to observe purposefully and carefully, and inspire children to think positively. I use inspiring questions to allow children to connect their life experiences with the specific images they see. This is an effective way to solve the key points and difficulties of the activity.

3. Teaching method

Following the teaching principle from shallow to deep, children master the activities in a relaxed atmosphere of singing, listening, looking, thinking and moving. Heavy and difficult. Children will use observation, discussion and other learning methods. Observation method: Children understand the content of the song and master the corresponding rhythm by watching the song chart.

Discussion method: Children can speak freely about their past life experiences and practices in discussions and conversations. This is a good opportunity for children to adapt lyrics.

4. Talk about the activity process

1. Start with a game to arouse children’s interest.

The teacher makes exaggerated expressions to let the children guess the teacher’s mood

2. Learn songs. Focus on learning rhythm__|____|

3. Make up imitated songs. Create corresponding lyrics based on different expressions.

4. Group performance forms the climax of learning songs. Selected 2 Kindergarten Music Speaking Texts

1. Teaching Materials:

(1) Analysis of Teaching Materials:

"The Newspaper Selling Song" is a famous musician in my country A song written by Nie Er based on the real life experience of a little newsboy in old Shanghai. The song is in the pentatonic mode, in four-two beats, with an optimistic and lively tone, a simple image, and a short structure. It has a single-section structure of four phrases. These three lyrics require different emotional processing when singing.

Therefore, in this class, I take music aesthetics as the core, pay attention to the emotional experience of music, encourage music performance as the basic concept, and train students to sing songs confidently and emotionally, and perform the song content vividly.

(2) Teaching objectives:

(1) Knowledge objectives: Create a specific music situation and guide students to listen to and learn to sing the song "Newspaper Selling Song", with vivid singing and The performance expresses feelings about the life experience of the little newsboy.

(2) Emotional goals: Cultivate students to feel the emotions of songs with their hearts, and learn the optimistic, confident, and positive attitude towards life that the little newsboy maintains in a difficult living environment.

(3) Skill objectives: Through the expression of song emotions, students are trained to reflect them through changes in musical elements such as timbre, intensity, speed, expression, and movement. Encourage students to participate creatively, use their imagination, improve their creativity and expression, and cultivate students' good cooperation and correct evaluation abilities in activities.

(3) Teaching focus:

(1) Learn to sing songs correctly.

(2) Be able to create singing performances for songs.

Teaching difficulties:

(1) Correct singing of the last sixteen rhythms.

(2) Use percussion to accompany the song.

(4) Teaching preparation:

Combining tape recorders, tapes, courseware, newspapers, etc. with multimedia.

2. Talk about learning:

Through two years of study, third-grade students have mastered some basic rhythms, accumulated a small amount of learning experience and methods, and have a certain amount of ability to explore new knowledge. ability, but lack the ability to learn independently, which requires me to use students' existing learning experiences and methods to mobilize students' learning enthusiasm and complete teaching goals.

3. Preaching method:

In this lesson, I used lively teaching methods such as story method, listening and singing method, and conversation method to attract students and provide them with a confident experience. Music, the opportunity to express music, to experience music. At the same time, full use of vivid teaching language is used throughout the entire teaching process to mobilize students' enthusiasm and initiative for learning, making the entire teaching activity a process of continuous exchange of ideas and spiritual communication between teachers and students.

4. Lecture method:

1. Experience-perception method: By experiencing the tragic life experience of the little newspaper boy, a poor child in the old society, and his optimistic attitude toward this life attitude, so that I feel that I should cherish today's happy life, and learn from the little newsboy to treat every day's study life with optimism and confidence.

2. Independent inquiry-based learning method: Through their own understanding of the songs, they compare and choose the singing method that is most suitable for embodying the content of the songs, so as to cultivate students' sensitivity and expression of music.

5. Teaching process:

(1) Create situations and introduce new lessons

First, I let students watch the video pictures to elicit a special The newspaper selling character is a small newspaper boy who is a child of a poor family in the old society before liberation. Then I introduce the creative background and author of the song in the form of storytelling, bringing students into the environment of the old society before liberation, so that students can understand Music comes from life. Then, I set up another question - what really touched the famous composer Nie Er was the shining thing hidden behind the thin and shabby clothes of the little newsboy - the attitude towards the miserable life. What is that? Please listen attentively You will feel it after listening to the song, which naturally leads to the topic "Song for Selling Newspapers", allowing students to initially feel the content and emotion of the song, and laying the necessary foundation for singing songs with emotion.

(2) Listen and learn to sing, break through difficulties

1. Listen to the first section of the song twice in different ways.

2. Write lyrics and sing, discover rhythm problems, and read the rhythm.

3. When learning to sing the second verse, the rhythm of the last sixteen is applied again.

4. Learn to sing the third verse and let students break through on their own.

Note: This step-by-step teaching of singing not only follows the characteristics of the music subject, but also conforms to the cognitive rules of third-year students.

(3) Introduction and use of percussion instruments

1. Guide students to understand the percussion instrument - maracas.

2. Experience the happy emotion of music in two forms: singing and playing.

Explanation: Singing and playing music experience will push the students' pleasure to a climax, completing the originally set emotional goal of stimulating students' love for music.

(4) Action creation - the emotional combination of action performance and songs

1. Try to create performance creations for songs.

2. Conduct in groups, with teachers inspecting and assisting.

3. Perform in groups, evaluate and improve.

Note: The new curriculum standards encourage music creation and focus on personality development. Teachers should provide students with the possibility and space to develop their personality.

(5) Teaching evaluation

In the evaluation process of student-student mutual evaluation and teacher-student evaluation, students can achieve the purpose of feeling themselves and correctly evaluating themselves.

Selected Kindergarten Music Lectures Textbook 3

1. Enjoy the fun brought by plot performances during the activities, and experience the happiness gained from mutual help and cooperation among peers.

2. Ability to creatively express expressions and movements according to the structure, mood, and image of the music.

3. Learn to create and perform rhythms based on the storyline.

Activity preparation:

1. Music tape and recorder.

2. Before the activity, I listened to the story of "Three Little Monks" and understood the actions of "carrying water" and "carrying water".

3. Before the activity, I read the children’s book and learned about the different emotions of the little monk, such as happiness, anger, and discomfort.

Activity process:

1. The teacher guides the children to create different personalized movements of the three little monks.

(1) Teachers and children recall the story together and tell the main plot and the emotions of the characters.

(2) Inspire children to creatively express three personalized expressions and movements of happiness, anger and discomfort.

(3) Teachers select peer role models so that children can influence and learn from each other.

2. Children create and perform movements according to the storyline and pictures, combined with music structure and images.

(1) Enjoy the music in section A and feel the structure of the music.

① Guide the children to create and perform the A1 segment, a monk’s happy movements and expressions when carrying, playing with, and drinking water.

② Guide the children to create and perform the A2 section, the movements and expressions of the two monks carrying water to drink, grabbing water, and being angry.

③ Guide the children to create and perform the A3 section, in which the three monks pretended to be sick and refused to fetch water, had no water to drink, and showed uncomfortable movements and expressions.

④Children listen to the music section A and completely perform actions such as "Three monks carry water, carry water, and drink when there is no water" (A1, A2, A3).

(2) The teacher guides the children to create the actions of the little monks using their brains, shaking hands and making peace (segment B music) based on the storyline.

(3) The teacher inspires the children to use their brains to come up with various ways to get water by asking questions to show the plot of the little monks uniting and cooperating to get water. The children work in groups of three and use combined actions to express the situation. (A' music).

3. Children perform complete and timely performances according to the storyline according to the music

(1) Children listen to music and perform completely under the guidance of teachers.

(2) Children collectively create the ending shape and perform it.

(3) Teachers adopt the "exit" method to allow children to practice their movements completely and actively and enjoy the performance.

4. Inspire children to think

Teacher: Why didn’t the last three monks have water to drink? What should everyone do when they are doing the same thing together?

(Understand that only by uniting can we get things done)

Activity extension:

Combined with social activities "I can make friends", learn and make friends A simple way to communicate and experience the joy of having friends. Selected Kindergarten Music Lectures 4

Activity Background

In the themed activity of “Various Cloths”, the children brought various kinds of cloths. I learned about the characteristics of cloth, and became particularly interested in the colors, patterns, and elegance of silk cloth. In regional activities, you can often see children dancing in groups holding cloth strips. Allowing children to do it themselves and using colorful pieces of cloth to make ribbon dances will not only give them an initial understanding of the traditional Chinese dance of flying colorful silks, but also cultivate children's exploration ability, coordination ability and cooperation awareness. To this end, I designed this comprehensive art activity. During the activity, children based on their existing experience and combined with the festive and warm national-style music "Red Silk Dance", through various artistic activities such as making their own ribbons, dancing ribbon dances, drawing graphics, improvising combination dances, instrumental performances, etc. Feel the music and express your understanding and experience of the music and dance of your own nation.

Activity goals

1. During activities such as making, dancing, painting, learning, and knitting, you can feel the happy emotions of national music and the colorful and lively scenes of flying colorful silk expressed in the music.

2. Able to freely combine dance movements according to music and according to one's own wishes, try to express the dialogue plot in the music, experience the pleasant emotions of cooperation and communication, and experience the joy of artistic activities.

3. Choose the right location and space to be bold.

Activity preparation

1. Some colored cloths, strips of cloth, some scissors, some pens, square papers, some percussion instruments, drums and cymbals.

2. The music tape of "Red Silk Dance" as well as video clips and courseware (diagram showing the musical structure).

3. Young children have learned the basic movements of Yangko cross steps.

Activity process

1. Have fun and feel the elegance of the ribbon.

Each person takes a piece of cloth and a strip of cloth and lets them dance to the music to see who can dance more beautifully.

(In this session, teachers and children danced the Yangko cross steps to the rhythm of the music while waving pieces of cloth and cloth strips freely, and exchanged movements with each other, which aroused the children's emotions. The music of "Red Silk Dance" has a strong national flavor , complementing the cross steps of the Yangko dance, allowing the children to feel the elegant movement of the cloth strips. Some children could not help but say: "The cloth strips are more beautiful than the cloth pieces, as if they are flying." This paved the way for the exploration of the following dance movements. )

Teacher: Can you turn a piece of cloth into a strip of cloth?

(During the exploration process of measuring and cutting, children collaborate in pairs, and their hands-on ability and Collaboration ability has been improved, while also enjoying the fun of making homemade props)

2. Dance and draw, explore the beauty of silk dance movements

Teacher: What shapes can you draw by waving the colorful cloth strips in the air? You can work together with two people to help your good friend dance the cloth strips into shapes. Draw the graph.

The teacher pastes the record cards with different graphics drawn by the children on the blackboard, and encourages everyone to imitate them one by one according to the children's answers.

(In this session, I let the children explore the movements of the ribbon and record the dance movements with simple lines and graphics. Because the children have different ways of waving, they can draw a variety of different graphics. , some children drew big circles, some drew spirals, and some drew snake shapes... Give full play to children's imagination and innovation ability, so that children can truly experience the joy of artistic activities)

Teacher: What dances have we learned before that also used ribbons as props? Can you add body movements to the ribbon dance? Children combine the movements of the ribbon dance, explore body movements, and create movements that combine ribbons with dance steps.

(This link is a key point. For the children in the upper class, they have already learned Yangko dance and other dances that use ribbons as props, so that the movements created by the children are more in line with the characteristics of the music. At the same time, the teacher can learn from the children To optimize the movements in the form of "dancing dolls", the children's movements are recorded, and the children are organized to practice a single movement to alternately practice several movements according to the rhythm of the music. During the practice, the teacher encourages the children to perform boldly according to the rhythm of the music, and to express their emotions to the music rhythm. It is very helpful for children to feel and understand the characteristics of music)

Teacher: Ribbon dance is a unique folk dance in my country, with colorful performances. Do you want to learn it?

(Play the video of "Ribbon Dance")

(In dance activities, children adopt the "try first and then guide" method to acquire dance movements. The teacher first respects and affirms the children's ideas and creations. , accept their expressions, and then guide the children to communicate with each other, appreciate each other, and share the joy of creation. Watching the video enriches the children's dance movements. Some ribbons draw figure eights, feet jump, and trot; some alternate left and right. Throw the silk; some ribbons draw curves up and down, and their feet jump up, like rolling waves. The teacher then asked the children: "Would you like to follow the video and jump again?" The children were very excited, and they were very excited for the complete creation. Made a pin pad)

3. Listen to the talk and have a complete understanding of "Red Ribbon"

Teacher: There is a piece of music that also tells the story of the ribbon dance. Let's take a break and listen to it. How many lines does the piece of music have? < /p>

(While listening to music, the teacher and the children make movements together with the rhythm of the music. The children will naturally change their movements when changing phrases under the teacher's prompts. The teacher can also ask the children: "We changed "How many movements?" to help children perceive the structure of music.)

Show the map. Teacher: This map represents this piece of music. What did you find? Look at the map and listen again. ** *How many sentences? Combine it with the map to further identify the musical structure.

(Each cursor gradually appears according to the phrase as the music plays) (Let the children fully perceive the music, which is a process that gradually increases the requirements. The teacher uses animated charts to intuitively express the music structure, so that the children can After repeated explorations, I came to the conclusion "there are six")

Teacher: Please listen carefully to the third sentence of the music. What do you think people are doing? Listen to the fifth sentence again.

(The teacher plays the third and fifth sentences of the dance music on the piano, allowing the children to perceive the dialogue plot of the music)

(In this link, the teacher uses different intensity and The timbre plays the third and fifth phrases of music to help children perceive the dialogue phrases of music. One child said: "You say something, I say something, it seems like a dialogue, maybe they are dancing alternately." When the teacher asked : "How many times have you danced alternately? Can you show it with movements?" He invites the children next to him to alternately dance the same movement. The teacher can let everyone practice the movement choreographed by a certain child to the rhythm of the music to encourage the children to use the movement. To perceive the dialogue rhythm of music and the structural characteristics of music)

4. Choreograph a dance to fully express the dance

Teacher: Ribbon dance has many beautiful movements, let’s choreograph a dance according to the music!

(Encourage children to listen to music and try combinations of movements)

(In this session, the teacher gave the children the opportunity to freely try out their creations and observed the children’s attempts. Some children incorporated the silk dance movements just created by everyone into the dance, and some children composed their own combinations. They created dance moves, and some children exchanged their moves with the children next to them.

They combined their own experiences and danced happily to the rhythm of the music. )

Communicate with each other, teacher: How did you compose it? Where did you dance these movements in the music?

(The teacher encourages the children to express their ideas boldly, and try and Gain the joy of free expression and creation through communication. During the communication, the teacher helps the children record the movements with simple diagrams of the dancing dolls in the order they are told, and places them under the corresponding musical phrases. The teacher can guide the children to listen to the music according to the discussed movement sequence. Complete dance performance. )

Teacher: What other silk dance moves do you know and what can you do? Children can create their own choreography while listening to music. (In this session, the teacher encourages children to freely combine movements, as long as they conform to the music rhythm and music structure, giving children space to boldly express their emotions, so that children can experience many combinations of dance movements during the trial, and they can according to the Arrange it according to your own wishes, and at the same time guide the children to seek differences and innovation)

Teacher: Let’s find a free place to dance our own dance with good friends!

Summary : Ribbon dance is a folk dance in my country. During festivals, people perform ribbon dances in the streets and alleys to express celebration. What other performances have you seen that also express celebration?

(This link gives children the opportunity to communicate with their peers, cultivates children's ability to move in limited spaces, further satisfies children's needs for exploration and innovation, and arouses children's strong interest and desire to express themselves. The teacher encourages children to be bold Showing the dialogue plot of the third and fifth sentences, the children looked at each other with smiles and responded with dance movements in an orderly manner, pushing the whole activity to a climax. At the same time, the teacher and the children could discuss the orchestration plan along with the music. Play drums, cymbals, gongs and other percussion instruments to add a lively atmosphere. This link can be included in extended activities) Selected Kindergarten Music Lectures 5

Design Intention

This is a poetic and imaginative song. From the song, children can experience the beautiful scene of "frogs singing on the edge of the fields and birds singing on the branches" in the rain in early summer and "mushrooms in the forest and my little flowers." The lively scene of "Umbrella playing in the rain" stimulates children's aesthetic taste and love for nature.

Activity goals

1. Sing songs better with a coherent, beautiful and lively voice, and sing the difference between skipping notes and eighth rests.

2. Feel the natural scenes expressed in music and improve children’s aesthetic taste.

Activity preparation

1. A rain scene pattern in early summer.

2. Music sheet.

Process Suggestions

1. Children pretend to be little frogs and sing vocal exercises.

2. According to the rhythm score provided by the teacher, the children imitate the rhythm of the rain singing (XX XX XX X0) and the frog's "croak, croak" beats.

3. Enjoy the song: "Beautiful Little Flower Umbrella".

(1) Children understand the lyrics: What do they think of after listening to the song?

(2) Children look at pictures to appreciate the beautiful early summer scenery, and they experience the relationship between scenery and songs.

4. Children learn to sing songs. Children sing songs softly following the teacher, prompting children to distinguish between skips and rests.

5. Children perform the song expressively while singing the song: "Beautiful Little Flower Umbrella".

6. The children are assigned roles to sing songs, and the children are guided to sing the songs coherently with a brisk and lively voice.

Extended Tips

Children can play roles in the performance area.